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Academic Programs Offered
1. BS Library and Information Sciences
2. MA Library and Information Sciences (MLIS)
3. MPhil Library and Information Sciences
4. PhD Library and Information Sciences
BS Library and Information Sciences Eligibility: At least 45% marks in intermediate or equivalent.
Duration: 04 Year Program (08 Semesters)
Degree Requirements: 130 Credit Hours (Minimum)
Semester-1
Course Code Course Title Credit Hours
URCE-5101 English–I 3(3-0)
URCEP-5106 Pakistan Studies 2(2-0)
ICTC-5201 Introduction to Computer 3(3-0)
*INFM-5101 Foundation of Information Based
Organizations (Foundation-1) 3(3-0)
General-I (To be selected from the list
of general courses) 3(3-0)
General-II (To be selected from the list
of general courses) 3(3-0) * All INFM codes will be subject to approval of new nomenclature of the department and programs, else, these would be LISC
Semester-2
URCE 5102 English-II 3(3-0)
URCI-5105 Islamic Studies/ Ethics 2(2-0)
URCM-5107 Mathematics 3(3-0)
INFM-5102 Human Information Behaviour
(Foundation-II) 3(3-0)
General-IV (To be selected from the list
of general courses) 3(3-0)
General-III (To be selected from the list
of general courses) 3(3-0)
Semester-3
URCE-5103 English-III 3(3-0)
STAT-5101 Introduction to Statistics 3(3-0)
INFM-5103 Management of Libraries and
Information Centers (Foundation-III) 3(3-0)
General-V (To be selected from the list
of general courses) 3(3-0)
General-VI (To be selected from the list
of general courses) 3(3-0)
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Semester-4
URCE -5104 English-IV 3(3-0)
General-VII (To be selected from the
list of general courses) 3(3-0)
INFM-5104 Organization of Information
(Foundation-IV) 3(3-0)
INFM-5105 Online Information Retrieval
(Foundation-V) 4(3-1)
INFM-5106 Information Services and Sources
(Foundation-VI) 3(3-0)
Semester-5
INFM-6101 Managing Collections and Online
Access (Foundation-VII) 3(3-0)
INFM-6102 Research Methods for Information
Professional (Foundation-VIII) 3(3-0)
INFM-6103 Applied Classification (Major-I) 4(1-3)
INFM-6104 Archives and Records Management
(Major-II) 3(3-0)
INFM-6105 Marketing of Library and Information
Services (Major-III) 3(3-0)
Semester-6
INFM-6106 Quantitative Research Methods
(Foundation-IX) 3(3-0)
INFM-6107 Library Automation Systems
(Foundation-X) 4(3-1)
INFM-6108 Applied Cataloging (Major-IV) 4(3-1)
INFM-6109 Information Literacy Instruction
(Major-V) 3(3-0)
INFM-6110 Application of Information Systems
(Major-VI) 3(3-0)
Semester-7
INFM-6111 Indexing and Abstracting (Major-VII) 4(3-1)
INFM-6112 Library & Information Services in Pakistan (Major-VIII) 3(3-0)
INFM-6113 Qualitative Research Methods (Major-IX) 3(3-0)
Elective-I (To be selected from the list of elective
courses) 3(3-0)
Elective-II (To be selected from the list of elective
courses) 3(3-0)
Semester-8
INFM-6114 Digital Libraries (Major-X) 4(3-1)
INFM-6115 Advance Management & Leadership Skills (Major-XI) 3(3-0)
INFM-6116 Knowledge Management (Major-XII) 3(3-0)
Elective-III (To be selected from the list of elective
courses) 3(3-0)
Elective-IV (To be selected from the list of elective
courses) 3(3-0)
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MA Library and Information Sciences (Discontinued from year 2020)
Eligibility: At least 45% marks in BA/BSc or equivalent.
Duration: 02 Year Program (04 Semesters)
Degree Requirements: 66 Credit Hours (minimum)
Semester-1
LISC-6201 Foundations of Librarianship
3(3-0)
LISC-6202
Information Technology: Concepts and
Application 3(2-1)
LISC-6203 Introduction to Classification 3(3-0)
LISC-6204 Introduction to Cataloging 3(2-1)
LISC-6205 Bibliography: Theory & Practice 3(3-0)
LISC-6206
Reference and Information Sources and
Services 3(3-0)
Semester-2
LISC-6207
Management of Libraries and
Information Centers 3(3-0)
LISC-6208 Applied Classification 3(1-2)
LISC-6209 Applied Cataloging 3(1-2)
LISC-6210 Online Information Retrieval 3(2-1)
LISC-6211 Information Literacy Instruction 3(3-0)
LISC-6212 Collection Development Management 3(3-0)
Semester-3
LISC-6213
Research Methods in Library and
Information Science 3(3-0)
LISC-6214
Marketing of Library and Information
Services 3(3-0)
LISC-6215 Library Automation Systems 3(2-1)
LISC-6216
Personality Development &
Communication Skills 3(3-0)
(Any two from the following i.e., LIS 6217-6222)
LISC-6217 Literature on Islam 3(3-0)
LISC-6218 Literature on Pakistan 3(3-0)
LISC-6219 Literature on Humanities 3(3-0)
LISC-6220 Literature on Social Sciences 3(3-0)
LISC-6221 Literature on Science 3(3-0)
LISC-6222 Literature on Technology 3(3-0)
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Semester-4
Courses from LISC-6223, LISC-6258 are optional. Each student will opt five courses in total (one from
each group i.e. A, B & C while two from group D or Thesis)
Group A
LISC-6223 National Libraries 3(3-0)
LISC-6224 Academic Libraries 3(3-0)
LISC-6225 School Libraries 3(3-0)
LISC-6226 Children Libraries 3(3-0)
LISC-6227 Public Libraries 3(3-0)
LISC-6228 Special Libraries 3(3-0)
LISC-6229 Agricultural Libraries 3(3-0)
LISC-6230 Health and Medical Libraries 3(3-0)
LISC-6231 Law Libraries
LISC-6232 Science and Technology Libraries 3(3-0)
Group B
LISC-6233 Advanced Management Techniques 3(3-0)
LISC-6234 Public Records, Rare Materials and their Conservation 3(3-0)
LISC-6235 Communication and Media Librarianship. 3(3-0)
LISC-6236 Indexing and Abstracting 3(3-0)
LISC-6237 Libraries and Society 3(3-0)
LISC-6238 International and Comparative Librarianship 3(3-0)
LISC-6239 Models for Library Management, Decision Making and
Planning
3(3-0)
Group C
LISC-6240 Web Publishing 3(3-0)
LISC-6241 Database Structure and Design 3(3-0)
LISC-6242 Computer Networks 3(3-0)
LISC-6243 Computer Programming for Information Management 3(3-0)
LISC-6244 Systems Analysis and Design 3(3-0)
LISC-6245 Digital Libraries 3(3-0)
Group D
LISC-6246 Information Policy 3(3-0)
LISC-6247 Knowledge Management 3(3-0)
LISC-6248 Financial Management of Libraries and Information Centers 3(3-0)
LISC-6249 Information Seeking and Use 3(3-0)
LISC-6250 Project Management 3(3-0)
LISC-6251 Archives Management 3(3-0)
LISC-6252 Advanced Cataloging and Classification 3(3-0)
LISC-6253 Resource Sharing and Networking 3(3-0)
LISC-6254 Records Management 3(3-0)
LISC-6255 Serials Management 3(3-0)
LISC-6256 Preservation and Conservation of Library and Archival
Material
3(3-0)
LISC-6257 Human Resource Management 3(3-0)
LISC-6258 Thesis and Viva Voce (6 Credits) 6(0-6)
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PhD Library & Information Sciences
Eligibility: At least 3.0/4.0 CGPA or 1st division in MPhil LIS with 06 credit hour research work or
equivalent - departmental test.
Duration: 3-5 Years Program (6-10 Semesters)
Degree Requirements: 18 Credit Hours Course Work - Dissertation
Semester-1
LISC-8101 Advance Research Methodology in LIS 3(3-0)
LISC-8102 Planning and Management of
Library/Information Center
3(3-0)
LISC-8103 Online Information Retrieval (or any
other optional course)
3(3-0)
Semester-2
Optional Courses (9 credit hours)
LISC-8104 Digital Libraries 3(3-0)
LISC-8106 Human Resource Management in
Libraries and Information Centers
3(3-0)
LISC-8107 Information Seeking Behavior 3(3-0)
LISC-8108 Information Literacy Instruction 3(3-0)
LISC-8109 Leadership in Theory and Practice 3(3-0)
LISC-8111 Computer Applications in Research 3(3-0)
LISC-8112 Organization of Information 3(3-0)
LISC-8113 Seminar in Advance Research in
Library and Information Science
3(3-0)
LISC-8114 Information Policy 3(3-0)
Semester 3-6
LISC-8115 Dissertation / Research Project / Thesis 6(0-6)
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MPhil Library & Information Sciences
Eligibility: At least 2.0/4.0 CGPA or 2nd
division in MLIS or equivalent – departmental test
Duration: 02 Year Program (04 Semesters)
Degree Requirements: 30 Credit Hours
Semester-1
LISC-7101 Theoretical Foundations of Library
Science 3(3-0)
LISC-7102 Theoretical Foundations of Information
Science 3(3-0)
LISC-7103 Development of Library & Information
Science in Pakistan 3(3-0)
LISC-7104 Quantitative Research Methods 3(3-0)
Semester-2
LISC-7105 Qualitative Research Methods 3(3-0)
LISC-7106 Seminar in Library & Information
Science 3(3-0)
Optional courses (02 out of following courses)
LISC-7107 Computer Applications in Library &
Information Science 3(3-0)
LISC-7108 Marketing of Library & Information
Services 3(3-0)
LISC-7109 Indexing and Abstracting 3(3-0)
LISC-7110 Online Information Retrieval 3(3-0)
LISC-7111 Knowledge Management 3(3-0)
Semester 3-4
LISC-7113 Thesis 6(0-6)
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INFM-5101 Foundation of Information Based Organizations 3(3-0)
The main objective of this course is to understand the information environment in which library and
information science (LIS) professionals work. Further, this course will aware the students with the
nature of LIS profession, education and ethics. It includes the knowledge of standardization in LIS
profession. The role of librarians in society will be ascertained and it will be resulted in awareness
among the students about the impact of information and communication technology on the libraries.
To achieve this objective, a combination of lecture, class participation, and discussions will be used to
conduct the course. Students will be expected to read extensively ahead of each class session and
actively participate in discussions
Contents
1. Introduction to information/knowledge society
2. The information/knowledge society
3. Information policy
4. Libraries as organizations
5. Information organization
6. Libraries as organizations
7. Standards implementation in libraries
8. Standardizations in libraries
9. Competencies of LIS professionals
10. Information professions
11. Educating the LIS professionals
12. Professional ethics in a knowledge society
13. Impact of ICT on the libraries
14. Professional ethics
Recommended Texts
1. Rubin, R., Rubin, R. G., & Alire, C. A. (2020). Foundations of library and information science.
(5th ed.). Chicago: American Library Association.
2. Feather, J. (2013). The information society: a study of continuity and change. London: Facet
publishing.
Suggested Readings
1. Afzal, W. (2012). Management of information organizations. Oxford, U.K: Chandos Publications.
2. Al-Ansari, H., & Yousef, N. (2002). Coverage of competencies in the curriculum of information
studies: An international perspective. Education for Information, 20(3-4), 199-215.
3. Floridi, L. (2015). The ethics of information. Oxford, UK: Oxford University Press.
4. Hauptman, R. (2010). Ethics and librarianship. Jefferson, N.C.: McFarland.
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INFM-5102 Human Information Behavior 3(3-0)
The main objective of this course is to demonstrate an understanding of the theoretical foundations of
human information behavior. It also aims to understand human information behavior in a variety of
contexts. It aims to make students be able to think critically and reflectively about human information
behavior. It expects to make students capable to demonstrate the ability to work collaboratively; to
apply concepts and research findings from human information behavior to a variety of library and
information service settings, as well as to other aspects of life. A combination of lecturing, class
participation, and discussions will be used to conduct the course. Students will be expected to read
extensively ahead of each class session and actively participate in discussions.
Contents
1. Introduction to information behavior, Nature of information and knowledge
2. Components of information behavior, Types and characteristics of information use and users
3. Models and theories of information behavior
4. Wilson’s model of information behavior, Kuhlthau’s Information search process
5. Anomalous state of knowledge, Sensemaking theory
6. Information encountering, Ellis’s model of information seeking behavior
7. Contexts of information seeking
8. Academic context, Socio-cultural context, Digital context
9. Factors influencing information behavior, Internal factors, External factors
10. Relationship between internal and external factors
11. Collaborative information behavior, Definition, Characteristics, Challenges
12. Related concepts (Information access, dissemination and use)
13. Browsing, scanning, and serendipity, Relevance in information retrieval
14. Avoiding information, Information technology and information behavior
Recommended Texts
1. Al-Suqri, M. N. (2015). Information seeking behavior and technology adoption: theories and
trends. Hershey: Information Science Reference.
2. Yohannes, K. (2019). How to implement human information behavior concept for your design?.
New York: ACM.
Suggested Readings
1. Case, D. O. & Given, L. M. (2016). Looking for information: a survey of research on information
seeking, needs, and behavior (4th ed.). San Diego: Emerald Group Publishing.
2. Chelton, M. K., & Cool, C. (2006). Youth information-seeking behavior II: context, theories,
models, and issues. Lanham, MD: Scarecrow Press.
3. Fidel, R. (2012). Human information interaction: An ecological approach to information
behavior. Cambridge, UK: The MIT Press.
4. Fisher, K. E., Erdelez, S., & McKechnie, L. (2005). Theories of information behavior. Medford,
NJ: Information Today.
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INFM-5103 Management of Libraries and Information Centers 3(3-0)
The main objective of this course is to develop a basic understanding of managerial concepts and its
application in library & information centers; to know the theories and principles of administration for
effective management of public, academic, and special libraries. It also aims to create awareness
about the key management concepts, processes, aspects and the role of information professionals in
organizations. The course aims to develop managerial skills and expertise so that the graduates could
be capable of running the information centers effectively and efficiently through impressive planning
and its execution. A combination of lecture, class participation, and discussions will be used to
conduct the course. Students will be expected to read extensively ahead of each class session and
actively participate in discussions.
Contents
1. Basic theories and principles of management
2. Theories and principles of administration
3. Pillars of management paradigm
4. Planning, Organizing, Controlling, Staffing
5. Management of libraries
6. Effective management of public libraries
7. Managing academic, special libraries and information centers
8. Administering technical services in libraries
9. Administrative aspects of public and technical services
10. Facilities, planning, evaluation, public relations
11. Motivational factors among LIS professionals
12. Motivation of information professionals
13. Management of change in libraries and information
Recommended Texts
1. Bryson, J. (2018). Effective library and information centre management. London: Routledge.
2. Dinesh, K. S., & Nikam, K. (2007). Strategies for effective library and information centre
management. SRELS Journal of Information Management, 44(3), 237-248.
Suggested Readings
{{
1. Stueart, R. D., & Moran, B. (1999). Library and information centre management. Library
Management, 20(8), 447-455.
2. Warraich, N. F., Ameen, K., & Malik, A. (2019). Recruitment and retention of information
professionals: library leaders’ perspectives in Pakistan. Global Knowledge, Memory and
Communication, 68(8/9), 568-580.
3. Warraich N. F. & Ameen, K., (2017). Managing the personnel in university libraries: A
developing country perspective. International Information & Library Review, 49(2), 139-144.
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INFM-5104 Organization of Information 3(3-0)
The main objective of this course is to understand the role of the organization in human endeavors.
The organization of information is a core area of information management that provides the basics of
the theory/ philosophy and practice of the discipline. It is very important to have an understanding of
the organization of information to become an information professional. To become familiar with the
basic principles of organization developed over the last several centuries. To discuss the
organizational concepts that affect how information must be retrieved. To describe various approaches
of organization in all types of environments. To demonstrate the role of technical standards in
organizing information. A combination of lecturing, class participation, and discussions will be used
to conduct the course. Students will be expected to read extensively ahead of each class session and
actively participate in discussions.
Contents
1. Introduction to organization of information, Information services in today’s world
2. Organization of information: What and why?
3. Classification, Cataloguing, Library approaches to organizing information
4. Bibliographic classification, Catalogues and bibliographies
5. Subject heading lists, Organization of recorded information in different contexts
6. Libraries, Archives, Museums, The Internet , Cataloguing, AACR2 and the process of cataloguing
7. Implications of basic cataloguing rules for OPACs, Cataloguing of Internet resources,
8. Functional Requirements of Bibliographic Records (FRBR)
9. Library classification; Classification schemes, Types of bibliographic classification schemes
10. Major library classification schemes, Dewey Decimal Classification
11. Retrieval tools, The need for retrieval tools, Bibliographies, Catalogs, Indexes
12. Finding aids, Registers, Search engines and directories
13. Systems for vocabulary control, Types of controlled vocabularies
14. Natural language approaches to subjects, Encoding, authority control
15. Encoding of records, MARC, MARC 21, UNIMARC, The future of MARC
16. Issues and trends in organizing information
17. Cataloguing: FRBR and semantic catalogue networks, Classification in the digital age
18. Semantic web technologies and digital libraries
Recommended Texts
1. Chan, L. M., & Salaba, A. (2015). Cataloguing and classification: an introduction. (4th ed.).
Lanham: Rowman & Littlie field Publishers.
2. Joudrey, D. N., Taylor, A. G., & Wisser, K. M. (2017). The organization of information. (4th ed.).
Santa Barbara, California: Libraries Unlimited.
Suggested Readings
1. Chowdhury, G. G., & Chowdhary, S. (2007). Organizing information: from the shelf to the web.
London: Facet Publishers.
2. Joudrey, D. N., Taylor, A. G., & Miller, D. P. (2015). Introduction to cataloging and
classification (11th ed.). California: Libraries Unlimited.
3. Rowley, J. E., & Farrow, J. (2008). Organizing knowledge: an introduction to managing access to
information (4th ed.). Aldershot: Ashgate Publishing.
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INFM-5105 Online Information Retrieval 3(3-0)
The main objective of this course is to understand the environment of information retrieval. To
develop an understanding of the principal components of information retrieval systems, Web search
engines and online databases. To develop the ability to improved retrieval effectiveness using
Boolean logic, proximity searching, truncation and other tools. To evaluate the emerging information
retrieval practices in library services and on the Web. To achieve this objective a combination of
lecturing, class participation, and discussions will be used to conduct the course. Students will be
expected to read extensively ahead of each class session and actively participate in discussions. A
practical approach for searching techniques in different search engines and online databases (HEC
National Digital Library).
Contents
1. Introduction to information retrieval, Definition and concepts
2. Major components/elements of information retrieval
3. Database, search mechanism, language, interface
4. Language in information representation and retrieval
5. Natural language
6. Controlled vocabulary-Thesauri, subject heading lists, classification schemes
7. Natural language vs-controlled vocabulary indexing
8. Retrieval techniques and query representation, Basic information searching techniques
9. Advanced information searching techniques, Information retrieval models
10. Matching model, Boolean logic model, Vector space model
11. Probability model, Information retrieval systems, Online systems, CD-ROM systems, OPACs
12. Web search engines, Evaluation of information retrieval systems
Recommended Texts
1. Brown, C. C., & Bell, S. S. (2018). Librarian's guide to online searching: cultivating database
skills for research and instruction.(5th ed.). Santa Barbra, California: Libraries Unlimited.
2. Losee, R. M. (2019). Predicting information retrieval performance (synthesis lectures on
information concepts, retrieval, and services). San Rafael, CA: Morgan & Claypoll Publishers.
Suggested Readings
1. Chowdhry, G. G. (2010). Introduction to modern information retrieval.(3rd
ed.). Chicago: Neal
Schuman Pub.
2. Chu, H. (2010). Information representation and retrieval in the digital age. Medford, New Jersey:
Information Today, Inc.
3. Knott, C. (2016). Find the information you need: Resources and techniques for making decisions,
solving problems, and answering questions. Lanham, Maryland: Littlefield Publishing Group, Inc.
4. Manning, C. D., Raghavan, P., & Schutze, H. (2008). Introduction to information retrieval.
Cambridge, UK: Cambridge University Press.
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INFM-5106 Information Services and Sources 3(3-0)
The main objective of this course is to develop the ability to understand reference queries through
conducting effective reference interviews. To be able to identify and use appropriate reference sources
to find answers to reference questions. To apply criteria to be used in evaluating reference sources. To
demonstrate knowledge of users’ information needs, seeking, and information use. To achieve these
objectives, a combination of lecturing, class participation, and discussions will be used to conduct the
course. Students will be expected to read extensively ahead of each class session and actively
participate in discussions.
Contents
1. Introduction to information services and sources
2. Meaning & definition, Importance, Characteristics, Functions of reference service
3. Evolutions -both print and non-print
4. History and varieties of reference and information services
5. Samuel Green and the founding of reference service
6. Changes since 1876: Technology, Changes since 1876: Diversity
7. Styles of reference service, Types of reference service
8. Models of reference service, The future of reference, Information work environment,
9. Technical aspects, Cultural aspects, Ethical aspects, Legal aspects
10. Reference service, Traditional and virtual environments
11. Reference interview process, Search strategies
12. Organizing and delivering reference and information services
13. Reference as a place, Service models, Delivering virtual reference services
14. Keeping current, staying relevant, Selection and evaluation of reference sources
15. Reference collection development and maintenance
16. Evaluation of sources, Virtual reference collection development
17. Selection aids, Sources, collections, and services in transition
18. Important information sources
19. Directories, Almanacs and fact books, Encyclopedias, Dictionaries and thesauri
20. Biographical sources, Bibliographies and its types, Basic guides to reference materials
21. Library catalogs, Serials guides, Indexes and abstracts
22. Geographical sources-- Maps, atlases & gazetteers
Recommended Texts
1. Cassell, K. A. & Hiremath, U. (2018). Reference and information services in the 21st century: an
introduction (4th ed.). New York: Neal-Schuman.
2. Hirsh, S (Ed.). (2018). Information services today (2nd
ed.). Lanham, MD: Rowman & Littlefield.
Suggested Readings
1. Bopp, R. E., & Smith, L. C. (2011). Reference and information services: an introduction. Santa
Barbara, California: Libraries Unlimited.
2. Janes, J. (2003). Introduction to reference work in the digital age. New York: Neal-Schuman.
3. Katz, B. (Ed.). (2013). Digital reference services. New York: Routledge.
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INFM-6101 Managing Collection and Online Access 3 (3-0)
The objective of this course is to become familiar with the philosophy, principles and main elements
of collection development and management (CDM). It also develops insights and methods for dealing
with issues pertaining to collection development and management including policy development,
selection process, acquisition options, weeding, preservation and conservation strategies for print and
electronic resources using relevant theories and practices. Further, it identifies the opportunities and
challenges posed by electronic materials in the information environment covering ownership versus
leasing models, the differences in licensing options from the major publishers and aggregators. The
students will gain valuable insight regarding the impact of e-material on the publishing industry,
scholarly communication, and its integration into future technologies and social media.
Contents
1. Collection development and management
2. Selection and acquisitions procedures: Selection tools and resources
3. Access vs. ownership; Licensing options; Digital rights management of e-resources
4. E-resources and technology issues
5. Access, ethics and intellectual freedom: Censorship and intellectual freedom
6. Responding to complaints and challenges to materials
7. Assessment and evaluation of collections: Assessment and evaluation as a management tool
8. Historical overview of collection analysis; Approaches to collection analysis
9. Managing collection: Weeding; Preservation and conservation strategies
10. Collaborative collection development: Overview; Resources sharing; Bibliographic access
11. Coordinated collection development and management
Recommended Texts
1. Albitz, B., Avery, C., & Zabel, D. (Eds.). (2014). Rethinking collection development and
management. London: Libraries Unlimited.
2. Johnson, P. (2018). Fundamentals of collection development and management. (4th ed.). London:
Facet Publishing.
Suggested Readings
1. Fieldhouse, M., & Marshall, A. (Eds.). (2011). Collection development in the digital age. London:
Facet Publishing.
2. Kaplan, R. (Ed.). (2012). Building and managing e-book collections: A how-to-do-it manual for
librarians. Chicago: ALA Neal-Schuman.
3. Saponaro, M. Z., & Evans, G. E. (2019). Collection management basics. (7th ed.). London:
Libraries Unlimited.
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INFM-6102 Research Methods for Information Professional 3 (3-0)
Information professionals are supposed to provide support to the researchers in their professional
careers. It is, therefore, perceived that they should be equipped with a clear understanding of the
basics of research so that they can have a common vocabulary to communicate with researchers
effectively. Hence, this course aims to provide an opportunity for students to learn basic research
skills which would also train them to research by themselves. It will provide an overview of the basic
research terminologies, along with popular research designs and methods. The students will get a
basic understanding of the ethical principles of research. Moreover, students will practically learn data
analysis techniques.
Contents
1. Introduction to research: What is research?; its process; Basic terminologies; its types
2. How to conduct literature review: Information seeking and retrieval
3. Keyword development and mind mapping; Critical analysis; Synthesis
4. Identifying research problem: Researchable and non-researchable topics
5. Realistic and feasible research topics; Identifying gap of literature
6. Understanding research questions and hypotheses
7. Research designs and popular research methods
8. Qualitative research design; Quantitative research design; Survey method; Case study
9. Sampling techniques: Types; Application
10. Data collection techniques: Questionnaires; Interviews
11. Data Analysis Ethical principles of research: Qualitative analysis; Quantitative analysis;
12. Ethical considerations
Recommended Texts
1. Patten, M. L., & Newhart, M. (2017). Understanding research methods: an overview of the
essentials. New York: Routledge.
2. Connaway, L. S., & Radford, M. L. (2016). Research methods in library and information science.
Santa Barbara: Libraries Unlimited.
Suggested Readings
1. Patten, M. L., & Newhart, M. (2017). Understanding research methods: an overview of the
essentials. New York: Routledge.
2. Connaway, L. S., & Powell, R. R. (2010). Basic research methods for librarians. Santa Barbara:
Libraries Unlimited
3. Guthrie, G. (2010). Basic research methods: An entry to social science research. Los Angeles:
Sage Publications
4. Beck, S. E., & Manuel, K. (2008). Practical research methods for librarians and information
professionals. New York: Neal-Schuman Publishers.
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INFM-6103 Applied Classification 4 (1-3)
The aim of this subject is to enable students to classify library materials using the Dewey Decimal
Classification (DDC) scheme. DDC is the classification scheme that is used in most of the libraries
throughout the world. In Pakistan, more than 95 % of the libraries use this system for the
classification of library resources. It will make the students able to apply techniques of determining
the subject of the acquired information materials, number assignment and number building from
within the DDC schedule, using standard subdivisions and combining other auxiliary tables. It also
provides an opportunity to identify and make connections between the extensive relative index of
DDC with schedules and tables. It also demonstrates the application of subject heading and
understands the nature of subject heading lists.
Contents
1. Introduction to Dewey Decimal Classification scheme.
2. General principles of classification
3. Use of Tables 1 to 6
4. Practice of building classification numbers in Dewey Decimal Classification classes (000-999)
5. Introduction to Web Dewey
6. Subject analysis practical with Sear List of Subject Headings:
7. Methods used to determine subjects
8. Conceptual analysis process
9. Practice of assigning subject headings using Sears List of Subject Headings
10. Assigning class numbers from schedule
11. Number building within schedules
12. Number building combining standard subdivisions with schedules
13. Number building combining other auxiliary tables with schedules
Recommended Texts
1. Dewey, M., Mitchell, J. S., Beall, J., Green, R., Martin, G., & Panzer, M. (2011). Dewey decimal
classification and relative index (23rd
ed.). Dublin, Ohio: OCLC Online Computer Library Center,
Inc
Suggested Readings
1. Bowman, J. H. (2005). Essential dewey. London: Facet publishing.
2. Joudrey, D. N., Taylor, A. G., & Miller, D. P. (2015). Introduction to cataloging and
classification . (11th ed.). London: Libraries Unlimited
3. Dewey, M., Beall, J., Mitchell, J. S., & Martin, G. (2011). Dewey decimal classification and
Relative Index. (23rd ed.). Dublin, Ohio: OCLC.
4. Farkas, L. (2015). Learn dewey decimal classification. (23rd ed.). Friendswood, TX: Total Recall
Publications.
Page | 19
INFM-6104 Archives and Records Management 3 (3-0)
The purpose of this course is to describe the evolution of methods and technologies used to create,
store, organize, and preserve records. It discusses the various environments and cultural contexts
where records and documents are created, managed, and used and the reasons why societies, cultures,
organizations, and individuals create and keep records (research, ongoing operations, accountability,
litigation and organizational memory, et al.). It also describes the components of archival programs
(appraisal, acquisition/disposition, inventory, arrangement, description, preservation, access, use and
outreach) and explains the relationships among these components. The students will able to describe
and discuss legal and ethical issues surrounding archives and records administration. This course will
also demonstrate an awareness and understanding of current issues in the archives and records
management professions.
Contents
1. Introduction to archives and manuscripts
2. Basic definitions; Archival mission; Difference between libraries and archives
3. Selection and appraisal: The value of records, Appraisal Theory
4. Acquisition and accessioning, Developing an acquisition policy, Applying an acquisition policy
5. Cooperative collecting and documentation strategies
6. Accessions and accessioning
7. Description of archival records: Objectives of a description program;
8. Three categories of finding aids: Networked information systems
9. Preservation: The preservation problem; Preservation surveys
10. The storage environment; Treatment of materials
11. Security and disaster planning: Security; Disaster planning
Recommended Texts
1. Brown, C. (Ed.). (2013). Archives and recordkeeping: theory into practice. London: Facet
Publishing.
2. Franks, P. C. (2018). Records and information management.(2nd
ed.). London: Facet Publishing.
3. Hunter, G. S. (2019). Developing and maintaining practical archives: A how-to-do-it manual.(3rd
ed.). New York: Neal-Schuman Publishers, INC.
Suggested Readings
1. Millar, L. A. (2017). Archives: Principles and practices. (2nd
ed.). Chicago: Neal-Schuman.
2. Read, J., & Ginn, M. L. (2015). Records management. (10th ed.). Delmar: Cengage Learning.
Page | 20
INFM-6105 Marketing of Library and Information Services 3 (3-0)
The aim of this course is to understand the theoretical and practical aspects of marketing concepts to
libraries. It identifies specific audiences and target strategies to meet the information needs of the
customers. The students will able to analyze, select, and position products and services to appeal to
specific market segments. This subject designs effective marketing strategies that reflect market
segmentation. It applies technology tools and techniques to meet specific communication needs.
Furthermore, it will describe how public relations activities can be used to build long-term positive
relationships between users and libraries.
Contents
1. Understanding the marketing concept: Definition; Understanding the marketplace and
2. Designing a customer-driven marketing strategy
3. Marketing management orientations; Preparing integrated marketing plan
4. Building customer relationships
3. Services marketing: Evolution of marketing concept in libraries
4. Role of marketing in the 21st-century libraries; Services marketing mix
5. Marketing strategy and market segmentation
6. Product and service identification: Information as a product
7. Planning information products and services for libraries.
8. Marketing communication: Advertising; Sales promotion
9. Events and experiences; Public relations and publicity; Direct marketing; Personal selling
10. AIDA model of communication
11. Environmental scan: SWOT analysis; PESTEL analysis; Preparing the market plan
12. Marketing audit: Macro environment audit; Task environment audit
13. Marketing productivity audit; Marketing function audit
Recommended Texts
1. De Saez, E. E. (2019). Marketing concepts for libraries and information services.(3rd ed.).
London: Facet Publishing.
2. Kotler, P. & Keller, K. L. (2016). A framework for marketing management. Boston: Pearson
Education Limited.
Suggested Readings
1. Mathews, B. (2009). Marketing today’s academic library. Chicago: American Library
Association.
2. Rowley, J. (2006). Information marketing. (2nd
ed.). London: Ashgate Publishing Company.
3. Weingand, D. E. (1998). Future-driven library marketing. Chicago: American Library
Association.
4. Weingand, D. E. (1999). Marketing/planning library and information services.(2nd
ed.).
Englewood, Col.: Libraries Unlimited.
Page | 21
INFM-6106 Quantitative Research Methods 3 (3-0)
Quantitative research is one of the major research approaches/paradigms. It is perceived that
information professional should have a clear know-how of the paradigm to provide good services to
the researchers. Hence, the purpose of this subject is to learn about the nature and application of
quantitative research in social sciences research. The students will know and articulate the concept,
philosophy and terminology of quantitative research. They will able to identify and describe various
methods for doing quantitative research. This course enables them to practice the procedure of survey
research from topic identification to report writing by applying statistical tests on quantitative data
with the help of SPSS software
Contents
1. Introduction to quantitative research: Basic concepts and philosophy of quantitative research
2. Basic elements of research
3. Selecting and defining a research topic;
4. Defining research problems;
5. Reviewing the literature;
6. Survey research;
7. Designing questionnaires
8. Application of statistics in research:
9. Selecting a sample
10. Probability and sampling
11. Research questions and logic of hypothesis testing
12. Descriptive statistics
13. Quantitative data analysis using SPSS software
Recommended Texts
1. Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods
approaches. Los Angeles: Sage.
2. Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: competencies for
analysis and applications. Boston: Pearson.
Suggested Readings
1. Maxim, P. S. (1999). Quantitative research methods in the social sciences. Oxford: Oxford
University Press.
2. McCormick, K., Salcedo, J., & Poh, A. (2015). SPSS statistics for dummies. Hoboken, NJ: John
Wiley.
3. Adler, E. S., & Clark, R. (2011). An invitation to social research: How it’s done. Belmont, CA:
Wadsworth.
4. Babbie, E. R. (2016). The practice of social research. Singapore: Cengage Learning.
Page | 22
INFM-6107 Library Automation Systems 4 (3-1)
Information and communication technologies (ICTs) have transformed human behavior and changed
our landscape. It is being used in every sphere of life, but in the field of information science, it has re-
engineered the whole environment. The manual library housekeeping has been converted into
automated operations. The aim of this course is to introduce basic concepts of library automation. It
will also clarify the concepts of integrated library management systems (ILMS) by developing the
understanding of library housekeeping through the use of library automation systems. The students
will develop practical skills in using library automation systems of this era. Moreover, it will create
awareness of a good portfolio of library services with the usage of ICTs.
Contents
1. Library automation: Definition; History; Need for library automation
2. Advantages and disadvantages
3. Systems analysis for library automation: Need analysis; Hardware and software
4. Relevant technical standards
5. Planning and acquisition of automation systems: Bespoke, off the shelf, and open source systems
6. Technology plan; Selection and evaluation; Contract negotiation; Retrospective conversion
7. Post analysis
8. Overview of the major library automation subsystems: Circulation; inter-library loan
9. Acquisitions and collections management; serials; cataloguing; OPAC services
10. Next-Generation library systems: Trends; Advance features;
Recommended Texts
1. Clayton, M. A. (2020). Managing library automation.(2nd
ed.). London: Routledge.
2. Bilal, D. (2014). Library automation: Concepts and practical systems analysis (3rd ed.). Santa
Barbra, CA: Libraries Unlimited.
Suggested Readings
1. Burke, J. J. (2013). The neal-schuman library technology companion (4th ed.). Chicago: ALA
Neal-Schuman.
2. Breeding, M. & Yelton, A. (2011). Librarians' assessments of automation systems: survey results.
Chicago, IL : ALA TechSource
3. Nagy, A. (2011). Analyzing the next-generation catalog. library technology reports. Chicago, IL:
ALA TechSource.
4. Engard, N. C., & Gordon, R. S. (2012). The Accidental systems librarian. Medford, New Jersey:
Information Today, Inc.
Page | 23
INFM-6108 Applied Cataloguing 4 (3-1)
The purpose of this course is to demonstrate an understanding of the effectiveness of the organization
of information. It will cover learn basic principles and rules of cataloging procedure according to
AACR2. this course will enable the the students to Demonstrate understanding of the processes by
which information is created, evaluated, and disseminated. Furthermore it will help them to Integrate
emerging technologies into professional practice. The students will able to do cataloging practice of
print, non-print material, serials and electronic material. It also develops a basic understanding of
English and Urdu choice of access points. The students will also learn and practice different
cataloging formats, standards and frameworks (MARC, Metadata, FRBR, RDA, BIBFRAME).
Contents
1. Introduction to descriptive cataloguing: Need of descriptive cataloguing
2. Definitions and application
3. Introduction to AACR2 cataloguing: International standard bibliographic description
4. Principles and rules
5. Choice of access points: Statement of responsibility rules; Unknown authorship
6. Audio/video material; Serial publications
7. Practical cataloguing: Print material; Audio-video material; Electronic and serials material
8. MARC (Machine Readable Catalogue): Introduction; Structure;
9. Metadata: Introduction; Types.
10. Other cataloguing standards: FRBR (Functional Requirements for Bibliographic Records)
11. RDA (Resource Descriptive and Access); BIBFRAME
Recommended Texts
1. Fritz, D. A. (2009). Cataloging with AACR2R & MARC21: For books, computer files, serials,
sound recordings, video recordings. New Dehli: Press.
2. Furrie, B. (2003). Understanding MARC bibliographic: machine-readable cataloging.
Washington: Cataloging Distribution Service in collaboration with Follett Software Company.
Suggested Readings
1. Gorman, M. (2004). The concise ACCR2. Chicago: American Library Association.
2. Hsieh-Yee, I. (2006). Organizing audiovisual and electronic resources for: A cataloging guide.
Englewood: Libraries Unlimited.
3. Maxwell, R. (2013). Maxwell's handbook for RDA: Resource description & access: explaining
and Illustrating RDA: resource description and access using MARC21. Chicago: ALA Editions.
4. Tillett, B. B. (2004). What is FRBR? A conceptual model for the universe. Washington:
Cataloging Distribution Service.
Page | 24
INFM-6109 Information Literacy Instruction 3 (3-0)
The objective of the course is to enable students to define information needs and access a variety of
information sources. The course purpose is to develop the capabilities of the students to apply
searching strategies to filter large amounts of information sources. The course will enhancive to learn
how to avoid plagiarism and give appropriate credit to knowledge creators. The aims of the course to
develop an understanding of incorporating ideas from sources by learning critical thinking skills. To
facilitate the students about learning the effective use of computers in academics and apply the latest
information & communication technologies for their academic requirements and practical
applications.
Contents
1. Introduction to information literacy: Concept & background
2. Models/frameworks
3. Defining, accessing & searching for information
4. Identification of types of information sources
5. Best information & reference sources
6. Basic and advance searching strategies
7. Evaluating, filtering and managing information
8. References and avoiding Plagiarism
9. Disseminating & communicating information
10. Learning about input devices
11. Software/hardware
12. Working with application software
13. Operating system & productivity applications
14. Software installation
15. Introduction to websites
16. Website usability
17. Information security & privacy
18. Communication through Internet (Email) etc.
Recommended Texts
1. Alewine, M. C., & Canada, M. (2017). Introduction to information for students. Chichester:
Wiley and Sons.
2. Burkhardt, J. M. (2016). Teaching information literacy reframed: 50- framework-based exercises
for creating information-literate learners. Chicago: Neal-Schuman
Suggested Readings
1. Miller, M (2015). Computer basics absolute beginner's guide, windows (10 ed.). Indianapolis:
Que Publishing,
2. Wempen, F. (2015). Digital literacy for dummies. Hoboken: John Wiley & Sons.
Page | 25
INFM-6110 Application of Information Systems 3 (3-0)
The main objective of the course is to enhance the theoretical knowledge of students about
information systems particularly currently used in library and information settings. The course will
provide an option for practical application and to inculcate the practical skills of students to
implement library automation systems and digital library management systems. The course will
provide a learning environment about different library software, their theoretical knowledge and
practical skill to use and apply.
Contents
1. Information system, Definition,
2. Types and Components
3. Organizational IT infrastructure
4. Components of IT
5. Hardware Platform Trends
6. Software Platform Trends
7. Open source vs. proprietary software
8. Integrated library automation systems, Definition, Components and Choices
9. Digital Content Management Systems, Definition, Components and Choices
10. Information system implementation in knowledge based organization
11. Institutional repositories
12. Digital libraries
13. Open archives
14. Hands-on practice and training
15. LIMS/Koha/Evergreen
16. DSpace/GSDL; OJS, etc.)
17. Develop prototypes for evaluation by instructor
Recommended Texts
1. Evans, A., Martin, K., & Poatsy, (2014). Technology in action (11th ed.). NYC: Prentice Hall.
2. Valacich , J. & Schneider, C. (2013). Information systems today: managing in the digital world
(6th ed.). NYC: Prentice Hall.
Suggested Readings
1. Pearlson, K. E., Saunders, C. S. (2012). Managing and using information system (5th ed.). Wiley.
2. Hagg, S. & Cummings, M. (2012). Management information systems for the information (9th ed.).
McGraw-Hill/Irwin.
Page | 26
INFM-6111 Indexing and Abstracting 3 (2-1)
A basic core is being identified which is expected to develop essential competencies for any entry-
level professional in library and information sciences. An emphasis has been placed on the applied
aspect of library education. To create an understanding among the students about information
dynamics and its relativity with the body of knowledge. The objective of the course is to inculcate
skills among students for evaluation, interpretation and use of information and documents in various
forms. The purpose of the course is to develop skills among students for the organization of
information sources and documents. Assignments/projects and practice sessions have been introduced
in all the courses where practical work is a requirement.
Contents
1. Index, Introduction, Meaning, concepts, and explanation
2. Nature of Information, Information age,
3. Natural Phenomenon,
4. Basic Resources
5. The organization of Information, Information Cycle and Information Retrieval Model,
6. Vocabulary Control
7. Types of Indexes, Alphabetical, Author, Book, Citation, Classified
8. Hypermedia, internet, and Word, multimedia.
9. Indexing Process, Aboutness and Steps in indexing
10. Abstract, Introduction, Definition, Concept and Explanation
11. Types of Abstracts, Indicative abstracts, Informative abstracts, and Structured abstracts.
12. The Abstracting Process
13. Coverage
14. Steps in Abstracting
15. Editing of abstract
16. The writing process abstract
17. Indexing and abstracting services
18. Indexing, abstracting and the internet
Recommended Texts
1. Cleveland, D. B., & Cleveland, A. D. (2013). Introduction to indexing and abstracting. Littleton,
Colo: Libraries Unlimited.
2. Lancaster, F. W. (2003). Indexing and abstracting in theory and practice. Champaign, Illinois:
University of Illinois.
Suggested Readings
1. Perlman, J. (2016). Indexing tactics and tidbits: An A to Z guide. Medford, NJ: Information
Today, INC.
2. Moens, M. F. (2000). Automatic indexing and abstracting of document texts. Boston: Kluwer
Academic Publishers
Page | 27
INFM-6112 Library & Information Services in Pakistan 3 (3-0)
The main objective of the course is to develop an understanding of theories, principles and techniques
of libraries and information services. In this modern era it necessary to know about libraries and
information services in the Pakistani perspective and take strategies for run the libraries in a modern
context. The knowledge for the awareness of library services provided by academic, public and
special libraries in Pakistan and make a comparison with the modern world.
Contents
1. Reference and Referral service
2. Reference services worldwide
3. Current Awareness Service (CAS)
4. Selective Dissemination of Information (SDI) Service
5. RSS and literature search service
6. Document Delivery Service (DDS)
7. Web-OPAC service, article indexing service
8. Lending service, Union catalogue and ILL service
9. Electronic document delivery service
10. Advanced reference services
11. Outreach services
12. ICT base library services
13. Multimedia services
14. Web-based information services
15. Pillars of references service
16. Access to right and relevant information
17. Library and information services for people with special needs
18. Digital libraries services, database services
Recommended Texts
1. Calvert, P. (2006). Improving the quality of library services for students with disabilities. London:
Libraries Unlimited.
2. Carter, C. J. (2004). Providing services for students with disabilities in an academic
library. Education Libraries, 27(2), 13-18.
Suggested Readings
1. Crawford, J. (2003). Evaluation of library and information services. London: Routledge.
2. Hussain, A., & Jan, S. U. (2018). User perception on electronic resources and services in National
Defense University Library Islamabad. Pakistan Library & Information Science Journal, 49(3),
58-68.
Page | 28
INFM-6113 Qualitative Research Methods 3 (3-0)
The main aim of this course is to learn basic qualitative researcher’s skills and techniques. The course
will teach the students to get an understanding of the qualitative research design. The course will
provide an overview of the basic qualitative research methods and to identify basic qualitative data
collection techniques. The overall research methods to get a basic understanding of analyzing
qualitative data. The course objective is to learn how to do qualitative research report writings.
Contents
1. Introduction to qualitative research
2. Difference between qualitative and quantitative research
3. Research process
4. Philosophical positioning of qualitative research
5. Basic qualitative research methods
6. Case study
7. Grounded theory
8. Phenomenography
9. Ethnography
10. Identifying qualitative inquiry, Approaches
11. Scope and determinants
12. Sampling in qualitative research, Approach and Types
13. Data collection techniques, Advantages and disadvantages
14. Qualitative data analysis, Methods and Application
15. Ethical approaches in qualitative research, Approaches and Considerations
16. Writing qualitative research report
17. Writing styles
18. Research reporting
Recommended Texts
1. Creswell, J. W. (2015). 30 essential skills for the qualitative researcher. London: Sage
Publications.
2. Gorman, G. E., Clayton, P. R., Shep, S. J., & Clayton, A. (2005). Qualitative research for the
information professional: a practical handbook. London: Facet Publishing.
Suggested Readings
1. Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: choosing among
five approaches. London: Sage Publications Limited.
2. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research.
London: Sage Publications Limited.
3. Flick, U. (Ed.). (2009). The sage qualitative research kit: Collection. London: Sage Publications
Limited.
Page | 29
INFM-6114 Digital Libraries 3 (2-1)
The objective of the course is to enhance the theoretical knowledge of students about digital libraries’
key concepts, challenges, associated issues, design and architecture, DLMS, etc. the purpose of the
course is to boot the capabilities of the students to enhance the skills of students to do digitization and
implement digital library management systems. Furthermore, it focuses on the theoretical,
technological, human factors and evaluative components of digital library (DL) research and practice.
Students will read and discuss literature on DLs, review existing technologies and proof-of-concepts
implementation projects, and work as a group to develop a prototype but operational DL. This course
is foundational for students wishing to engage seriously in the world of digital librarianship
Contents
1. Introduction
2. Concepts and key themes
3. Historical development
4. Collection development
5. Digitization
6. Definition and rationale
7. Digitization process
8. Technical factors
9. Metadata
10. Introduction, definition, history
11. Major types
12. Major metadata schemas
13. Digital library management systems
14. Introduction
15. Design and architecture
16. Current landscape
17. Digital preservation, Definition, Challenges, Strategies and Standards
18. New Developments, issues and challenge
Recommended Texts
1. Xie, I, & Matusiak, K. K. (2016). Discover digital libraries: theory and practices. Amsterdam:
Elsevier.
2. Calhoun, K. (2014). Exploring digital libraries: Foundations, practice, prospects. London: Facet.
3. Corrado, E. M., & Moulaison, H. L. (2014). Digital preservation for libraries, archives, and
museums. London: Rowman & Littlefield Publishers.
Suggested Readings
1. Leggett, E. R. (2014). Digitization and digital archiving: A practical guide for librarians. NYC:
Rowman & Littlefield Publishers.
2. Keathley, E. (2014). Digital asset management: Content architectures, project management, and
creating order out of media chaos. NYC: Apress.
3. Miller, S. J. (2011). Metadata for digital collections (how-to-do-it manual). New Jersey: Neal-
Schuman Publishers.
Page | 30
INFM-6115 Advance Management & Leadership Skills 3 (3-0)
The purpose of the course is to apply management principles to the creation, administration and
promotion of information organizations by competing values approach. The course will develop an
increased understanding of management functions and managerial roles and techniques especially by
creating and sustaining commitment and cohesion and using power ethically and effectively. The
course aims to understand leadership theories, styles and leadership qualities for future library leaders
and to know leadership issues, such as create a vision, build a team, allocate tasks, develop people,
motivate and inspire staff/followers. The course will explore the need for teamwork as a required skill
for their professional life and enhance their workplace communication skills.
Contents
1. Advance management techniques
2. Introduction to competing values approach to management
3. Creating and sustaining commitment & cohesion
4. Employing change & change management
5. Promoting change & encouraging adaptability
6. History
7. Application
8. Leadership theories & styles
9. History and application
10. Merits of leadership theories
11. Leadership styles
12. Leadership skills among LIS professionals
13. Leadership qualities for future library leaders
14. Laws of teamwork and integration
15. Workplace communication
Recommended Texts
1. Halaychik, C. S. (2016). Lessons in library leadership: a primer for library managers and unit
leaders. Cambridge: Chandos Publishing.
2. Marcum, D. B. (2016). Library leadership for the digital age. Information Services & Use, 36(1-
2), 105-111.
Suggested Readings
1. Maxwell, J. C. (2013). The 17 indisputable laws of teamwork: Embrace them and empower your
team. Thomas Nelson Inc.
2. Quinn, R. E., Bright, D., Faerman, S. R., Thompson, M. P., & McGrath, M. R. (2014). Becoming
a master manager: A competing values approach. New York: John Wiley & Sons.
Page | 31
INFM-6116 Knowledge Management 3 (3-0)
Knowledge management (KM) is the field of managing human knowledge, mainly in the corporate
sector perspective addressing two major types of knowledge, i.e., Tacit and Explicit Knowledge. Tacit
knowledge is simply the knowledge that is embedded in persons and not accessible without sources
(generally, persons). Explicit knowledge is the type of knowledge that has been recorded in any form
and can be accessed without the original source (the creator) of knowledge. This course has been
designed for the graduate program of Library and Information Sciences to make the students aware of
following major areas of KM so that they can serve the libraries, information resource centers and
corporate organizations as knowledge workers, knowledge officers and later knowledge managers.
The main objectives of the course include: to introduce the concepts and tools of knowledge
management; to develop an understanding of the knowledge management process; to develop an
understanding of knowledge management system implications & implementation.
Contents
1. Introduction to Knowledge
2. Knowledge – opinions and definitions
3. Sources; Influence; Intuition
4. Knowledge and action
5. Knowledge management (KM) – definition, motivation, importance
6. Knowledge management systems
7. Data, Information and knowledge
8. Types of knowledge and examples
9. Knowledge locations – people, artefacts and organizational entities
10. Characteristics of knowledge
11. Factors and assessment of KM in organizational setup
12. Knowledge and innovation
13. Knowledge management solutions
14. Factors influencing KM
15. Assessment of KM in organization
Recommended Texts
1. Kirmiz, D. (2017). Knowledge management in theory and practice. (3rd ed.). Boston :
Elsevier/Butterworth Heinemann.
2. Becerra - Fernandez, I. Sabherwal, R. (2010.). Knowledge management: Systems and processes.
London: M.E. Sharpe Inc.
Suggested Readings
1. Schwartz, D.G., (2006) (Ed.). Encyclopaedia of knowledge management. Idea Group Inc.
2. Becerra - Fernandez, I.; Gonzales, A.; Sabherval, R. (2004). Knowledge management:
Challenges, solutions, and technologies. NYC: Prentice Hall,
3. Cross, J. (2007). Informal learning: Rediscovering the natural pathways that inspire innovation
and performance. NYC: Pfeiffer.
Page | 32
INFM-6117 Electronic Resources Management 3 (3-0)
The main objective of the course is to articulate the particular role that e-resources management plays
in the work of the library or information center as a whole. The purpose of the course is to
demonstrate theoretical and practical knowledge of the structures, hardware, and software underlying
the provision of access to e-resources, and their interrelatedness. The objective of the course is to
discuss issues relevant to e-resources management, know where to look in the literature and in other
information resources (e.g. websites, discussion lists) to understand them. The course is related to
demonstrate the evolving relationships among publishers, vendors, Information organizations, and
users.
Contents
1. Emergence and entrenchment of electronic resources in libraries
2. competencies for the electronic resource librarian
3. Advantages and disadvantages of electronic resources to librarians and library customers
4. The information environment
5. Digital content providers and Digital content supply chain
6. Identifying and selecting electronic resources
7. Development of digital formats
8. Identifying resources
9. Selecting electronic resources and Trialing the resource
10. Acquiring and licensing electronic resources
11. Digital content license provisions
12. Providing access to electronic resources
13. Administrative Module Management
14. Customizing services and references
15. Proxy servers and authentication
16. Managing access and discovery Systems, Standards, Discovery
17. Preserving electronic resources
18. Preservation issues and Preservation initiatives
Recommended Texts
1. Jacobs, M. (2008). Electronic resources librarianship and management of digital information:
Emerging professional roles. New York: Routledge.
2. Ross, S.V.T., & Sutton, S.W. (2016). Guide to electronic resource management. Santa Barbara,
California: Libraries Unlimited.
Suggested Readings
1. Talboot, H., & Zmau, A. (2018). Electronic resources librarianship: A practical guide for
librarians. Lanham: Rowman and Littlefield.
2. Verminski, A., & Blanchat, K. M. (2017). Fundamentals of electronic resource management.
Chicago: Neal-Schuman Publishers.
Page | 33
INFM-6118 Advanced Cataloguing and Classification 3 (3-0)
The objective of the course is to understand the nature of works, expressions, manifestations, and
items in the FRBR conceptual model. To demonstrate the organization of information in terms of the
Internet, the web and digital libraries. The purpose of the course is to describe tools and techniques
and the advantages and disadvantages of various approaches to organizing information.
Contents
1. Metadata: Description
2. Bibliographic and general metadata schemes
3. Domain specific metadata schemes
4. Metadata: Access and authority control
5. Models and standards for authority control
6. Standards for archives
7. Standards for art and museum
8. Theory of categorization
9. Bibliographic classification
10. Classification concepts
11. System for categorization and the Internet
12. Organization of internet information resources
13. Classification of non-print and electronic resources
14. New tools and standards for managing internet information
15. Subject Analysis
16. Challenges in subject analysis
17. Conceptual analysis process
18. Stages in aboutness determination
19. Subject heading lists and thesauri in information organization
20. Vocabulary control tool and Subject heading lists and thesauri
Recommended Texts
1. American Library Association. (2005). Anglo-American cataloguing rules. Chicago: ALA.
2. Chan, L. M. (2005). Library of Congress subject headings: Principles and application. Westport,
Conn.: Libraries Unlimited
3. Fritz, D. A. (2006). Cataloging with AACR2R & USMARC: For books, computer files, serials,
sound recordings, video recordings. Chicago: American Library Association.
Suggested Readings
1. Hider, P. (2012). Information resource description: Creating and managing metadata. London:
Facet Publishing.
2. Maxwell, R. (2013). Maxwell's handbook for RDA, resource description & access: Explaining
and illustrating RDA: resource description and access using MARC21. Chicago: ALA Editions.
3. Mitchell, Anne M., & Surratt, B. E. (2005). Cataloging and organizing digital resources. London:
Facet Publishing.
Page | 34
INFM-6119 Scientific and Technical Information Sources 3 (3-0)
The main aim of this course is to identify the basic forms of sources on science and technology. The
course objective is to describe the basic forms, communication and sources of scholarship in science
& technology. It is required to know the basic information needs and information-seeking behavior of
scientists & technology professionals. One of the purposes of the course is to learn the selection
criteria, quality indicators and evaluate sources of information on science and technology and to learn
the overall management of science & technology information sources, which will equip the students
to provide effective and efficient services in a professional manner.
Contents
1. Science and technology
2. Understanding of the discipline
3. Characteristics
4. Applications
5. Scholarship in science & technology
6. Publication process and Types
7. Information seeking
8. Assessing information needs
9. Information seeking of scientists
10. Information seeking of IT professionals
11. Collection management
12. Selection tools
13. Selection criteria and Evaluation
14. Information resources and services and Types and tools
15. Specific services
16. Marketing and promotion
17. SciTech librarian
18. Competencies and Roles
Recommended Texts
1. Besnoy, A. (Ed.). (2018). Emerging practices in science and technology librarianship. London:
Routledge.
2. Bobick, J. E., & Berard, G. L. (2011). Science and technology resources: a guide for information
professionals and researchers. Santa Barbara: Libraries Unlimited.
Suggested Readings
1. Hurt, C. D. (1988). Information sources in science and technology. Englewood: Librarries
Unlimited.
2. Lankes, R. D. (2016). The new librarianship field guide. Cambridge: Mit Press.
Page | 35
INFM-6120 Humanities and Social Sciences Information Sources 3 (3-0)
The aim of this course is to learn the overall management of humanities and social sciences
information sources and services. It helps to identify the basic forms of sources in humanities and
social sciences and to describe the basic form of communication and scholarship in humanities and
social sciences. The course assists to know the basic information needs and information-seeking
behavior of scientists & IT professionals. Furthermore, it will guide information managers to learn the
selection criteria, quality indicators and evaluation of science and technology information sources.
Contents
1. Understanding of the discipline: Humanities and social sciences
2. Characteristics and applications
3. Scholarship in humanities and social sciences
4. Publication process
5. Types of publications
6. Information seeking
7. Assessing information needs
8. Information seeking of humanists
9. Information seeking of social scientists
10. Collection management
11. Selection tools
12. Selection and evaluation criteria
13. Information resources and services
14. Types and tools
15. Specific services
16. Marketing and promotion
17. Humanist and social science librarian
18. Competencies and roles
Recommended Texts
1. Millson-Martula, C., & Gunn, K. B. (Eds.). (2018). The digital humanities: implications for
librarians, libraries, and librarianship. London: Routledge.
2. Woolwine, D. (2014). Collection development in the humanities and social sciences in a
transitional age: Deaccession of print items. Library Philosophy and Practice (e-journal), 1-40.
Suggested Readings
1. Luo, R. (2008). Constructing humanistic library and harmonious campus. International education
studies, 1(2), 89-91.
2. Witt, S. W., & Rudasill, L. M. (Eds.). (2010). Social science libraries: interdisciplinary
collections, services, networks. New York: Walter de Gruyter.
Page | 36
INFM-6121 Personal Information and Knowledge Management 3 (3-0)
The aim of this course is to discuss concepts of personal information and knowledge management. It
describes the tools and strategies used for personal information management. This will also
demonstrate the value of knowledge management of Personal Information in the society. The course
will enhance student understanding about the collection, maintenance, and supervision of Personal
Information.
Contents
1. Understanding personal information management
2. The information item and its form
3. Personal information collections
4. Definitions of personal information management
5. The meta-level and the mapping between needs and information
6. Finding personal information behavior
7. Factors affecting finding information
8. Factors affecting re-finding information
9. People keeping and organizing personal information
10. Key points about keeping and organizing
11. Importance of keeping and organizing
12. Search everything: Importance of searching
13. Basic issues, problems and challenges
14. The giant shift in search interfaces
15. Two approaches to personal search: Scoping and broadening
16. Everything through E-mail
17. Email activities and their relation to finding, management and keeping aspects of PIM
18. Understanding email tasks
19. Organizing messages into folders
20. Techniques to support PIM in email
Recommended Texts
1. Jones, W., & Teevan, J. (Eds.). (2007). Personal information management. Seattle, WA: The
University of Washington Press.
2. Hawkins, D. T. (Ed.). (2013). Personal archiving: preserving our digital heritage. Medford, NJ:
Information Today, Incorporated.
Suggested Readings
1. Jones, W. (2012). The future of personal information management: Part I: our information,
always and forever. San Rafael. California: Morgan & Claypool Publishers.
2. Jones, W (2013). Transforming technologies to manage our information: The future of personal
information management, part 2. san rafael, california: morgan & claypool publishers.
3. Jones, W., Wenning, A., & Bruce, H. (2014). How do people re-find files, emails and web
pages? Retrieved from: https://www.ideals.illinois.edu/handle/2142/47300
Page | 37
INFM-6122 Semantic Web and Linked Data Technologies 3 (3-0)
The main objective of this course is to develop a basic understanding of linked data technologies in
libraries and information center perspective. The course will help to understand the processes to apply
LD and semantic web technologies. It will also help to recognize the challenges and benefits of LD
technology applications in libraries.
Contents
1. Introducing linked data; Linked data technologies and principles
2. Web of document to web of data
3. Resource Description Framework (RDF) and RDF triples
4. Building blocks of linked open data in libraries
5. W3C library linked data incubator group
6. Application of linked data in different environments
7. Linked data initiatives and application in cultural heritage institutes
8. Future of bibliographic standards in linked data environment
9. Benefits and issues of LD technology applications
10. Challenges and benefits of LD technology applications
11. Issues and opportunities;
12. Trends in metadata
Recommended Texts
1. Van Hooland, S., & Verborgh, R. (2014). Linked data for libraries, archives and museums: how
to clean, link and publish your metadata. New Delhi: Facet publishing.
2. Alemu, G., Stevens, B., Ross, P., & Chandler, J. (2012). Linked data for libraries: benefits of a
conceptual shift from library-specific record structures to RDF-based data models. New Delhi:
New library world.
Suggested Readings
1. Ali, I., & Warraich, N. F. (2018). Linked data initiatives in libraries and information centres: a
systematic review. The Electronic Library, 36(5), 925-937.
2. Bizer, C., Heath, T., & Berners-Lee, T. (2011). Linked data: The story so far. In Semantic
services, interoperability and web applications: emerging concepts (pp. 205-227). IGI Global.
3. Bowen, J. B. (2010, September). Moving library metadata toward linked data: Opportunities
provided by the eXtensible catalog. In International Conference on Dublin and Metadata
Applications (pp. 44-59).
4. Godby, C. J., Wang, S., & Mixter, J. K. (2015). Library linked data in the cloud: OCLC's
experiments with new models of resource description. Synthesis Lectures on the Semantic. Web
Theory and Technology, 5(2), 1-154.
Page | 38
INFM-6123 School Library Media Center 3 (3-0)
This course is designed to identify the basic role of school media information professionals and to get
a basic understanding of the school library media center role. It will help to identify different school
media library information sources and to best practices to organize & manage these sources. It will
also guide to initiate school media library information literacy programs.
Contents
1. School library media center: an introduction
2. Concept and objectives
3. Role of school library media centre in education; Services
4. Assessing users’ needs; Dealing with Students; Dealing with Teachers
5. Services to parents
6. Information literacy instruction
7. Techniques and Assessments
8. Media center librarian
9. Roles and responsibilities
10. Role of a teacher librarian
11. Mediating role
12. Resources and services
13. Types and tools
14. Marketing and promotion
15. Managing a school library and its program
16. Planning, organizing, staffing, budgeting, implementing
17. Evaluating schools library-media programs
18. Creating an inviting space for students
19. Successfully running information literacy programs
Recommended Texts
1. Moorefield-Lang, H. (Ed.). (2018). School library makerspaces in action. Santa Barbara:
Libraries Unlimited.
2. American Association of School Librarians. (2009). Empowering learners: Guidelines for school
library media programs. Chicago: American Association of School Librarians.
Suggested Readings
1. Erikson, R., & Markuson, C. B. (2007). Designing a school library media center for the future.
Chicago: ALA.
2. Weisburg, H. K., & Toor, R. (2014). New on the job: A school librarian's guide to success.
Chicago: American Library Association.
3. Woolls, B., & Coatney, S. (2017). The school library manager: Surviving and thriving. Santa
Barbara: Libraries Unlimited.
Page | 39
INFM-6124 Media Information Management 3 (3-0)
In today’s world print and electronic media is the most prominent source. This course is designed to
identify the components of a strategic media, electronic media and social media and information
sources. It will guide to manage and organize (classify) authentic media content effectively and
efficiently. It will also guide practically to preserve and archive media information for fast retrieval.
Contents
1. Introduction to media and its types
2. The evolution of traditional to new media
3. Traditional media
4. New media
5. Media literacy: introduction
6. Tools & functions of media literacy
7. Media librarianship
8. Roles of Media librarianship
9. Collection management
10. Software application
11. Range of media information resources
12. Bibliographic description & organization
13. Retrieval, storage
14. Copyright
15. User services
16. News databases and archives: introduction
17. Legal issues
18. Services and marketing
19. Use of ICTs to manage media information content
Recommended Texts
1. Schopflin, K. (2013). A handbook for media librarians. London: Facet Publishing.
2. Smith, D. (2018). Growing your library career with social media. Cambridge: Chandos
Publishing.
Suggested Readings
1. Bilal, D. (2002). Automating media centers and small libraries: A microcomputer-based
approach. Colorado: Libraries Unlimited.
2. Leaning, M. (2017). Media and information literacy: an integrated approach for the 21st century.
Cambridge: Chandos Publishing.
3. Reese, T., & Banerjee, K. (2008). Building digital libraries: a how-to-do-it manual. Chicago:
Neal-Schuman Publishers.
Page | 40
INFM-6125 Research Data Management 3 (3-0)
The main aim of this course is the study of set theory and the concept of research data management.
Research data management (or RDM) describes the organization, storage, preservation, and sharing of
data collected and used in a research project. ... There are growing research data requirements
imposed by funders and publishers. The course will enhance the theoretical knowledge of students
about RDM’s key concepts, components, models, policies, trends, data repositories, the role of
information professionals and best practices. It will also enhance the skills of students to manage
RDM initiatives and services.
Contents
1. Why data management?
2. Data policy compliance
3. Unit-II Research data life cycle
4. Introduction to different models of research data life cycles
5. DCC research data life cycle
6. Policies
7. Principles
8. Requirements
9. Trends
10. Storing
11. Moving
12. Publishing
13. Sharing
14. Data repositories
15. Models of RDM
16. Role of institutions
17. Role of information professionals
18. Role of information centers
Recommended Texts
1. Corti, L., Van den Eynden, V., Bishop, L., & Woollard, M. (2019). Managing and sharing
research data: A guide to good practice. London: Sage Publications Limited.
2. Pryor, G., Jones, S., & Whyte, A. (Eds.). (2013). Delivering research data management services:
Fundamentals of good practice. London: Facet Publishing
Suggested Readings
1. Pryor, G. (Ed.). (2012). Managing research data. London: Facet Publishing.
2. Corti, L., Eynden, V. Van den, Bishop, L., & Woollard, M. (2014). Managing and sharing
research data: A guide to good practice. Retrieved from
http://www.sagepub.com/sites/default/files/upm-
binaries/61019_Corti__Managing_and_sharing_research_data.pdf
Page | 41
INFM-6126 Information Usability Analysis and Assessment 3 (3-0)
Information is defined as the facts which are provided or learned about something or someone. Its
usability focuses on how well users can learn and use it to achieve their information need and
research-oriented goals. It also refers to how satisfied information users are with that process. To
gather this information, practitioners (information professionals) use a variety of methods and
techniques. This course aims at describing the usability, usefulness, and acceptability of interactive
information systems. The course also aims at demonstrating diverse evaluation methods for specific
goals and types of systems.
Contents
1. Information users
2. Users in the web environment
3. User studies
4. Human information behaviour
5. Analysis of information needs
6. Factors affecting information needs
7. User study methods
8. Information seeking and retrieval
9. Models in human information behaviour and information seeking and retrieval
10. Information seeking on the web
11. Introduction of usability
12. How to conduct a usability
13. Selection of study participants
14. Challenges when selecting study participants
15. User-centred design and accessibility issues
16. Web usability and accessibility
17. Approaches to digital library usability studies
18. Usability factors in digital libraries
19. Usability methods and techniques
20. External factors affecting usability
Recommended Texts
1. Albert, W., & Tullis, T. (2013). Measuring the user experience: Collecting, Analyzing, and
presenting usability metrics (Interactive Technologies. (2nd
ed.). San Francisco: Morgan
Kaufmann.
2. Chowdhury, G. G., & Chowdhury, S. (2011). Information users and usability in the digital age.
London: Facet Publishing.
Suggested Readings
1. Goodman, E., Kuniavsky, M., & Moed, A. (2012). Observing the user experience: a
practitioner's guide to user research. (2nd
ed.). San Francisco: Morgan Kaufmann.
2. Rubin, J. & Chisnell, D. (2008). Handbook of usability testing: how to plan, design, and conduct
effective tests. (2nd
ed.). Indianapolis: Wiley.
Page | 42
INFM-6127 Scientometrics 3 (3-0)
Scientometrics is concerned with the quantitative features and characteristics of science and scientific
research. Emphasis is placed on investigations in which the development and mechanism of science
are studied by statistical mathematical methods. The main aim of this course is to enable students of
understanding the role and procedure of analysis of informational dimensions of science. It enables
students to explore relationships of authorships, citations, impact factor, and publications via a
scientific method. Moreover, it gives them an idea about how to evaluate scientific performances of
authors, articles, and journals.
Contents
1. Definition, scope, context, and evolution of the Scientometrics
2. Quantitative Scientometrics
3. Quantitative-qualitative indices
4. Scientific productivity
5. Citations
6. Immediacy index
7. Cited half-life
8. Citation per paper
9. H-Index; M-Index, G-Index
10. Journal Impact Factor
11. Journal Citation Reports
12. Cites, SNIP, SJR, Author map, Bibcouple, HitCite
13. VOSviewer, ISI Web of Knowledge
14. Scopus, Google Scholar
15. Altmetrics, ORCID, Crown indicators
Recommended Texts
1. Cairo, A. (2012). The functional art: An introduction to information graphics and visualization.
Berkeley: New Riders.
2. Few, S. (2009). Now you see it: Simple visualization techniques for quantitative analysis.
Oakland: Analytics Press.
Suggested Readings
1. Herman, I., Melancon, G., & Marshall, M. S. (2000). Graph visualisation in information
visualisation. A survey. In Proceedings of Eurographics (pp.24-44). IEEE Transactions on
Visualization and Computer Graphics.
2. Kerren, A., Stasko, J., Fekete, J. D., & North, C. (Eds.). (2008). Information visualization:
Human-centered issues and perspectives. New York: Springer.
3. Spence, R. (2001). Information visualization. New York: Addison-Wesley.
4. Tufte, E. R. (2001). The visual display of quantitative information. Cheshire, CT: Graphics
Page | 43
INFM-6128 Information Visualization 3 (3-0)
Information visualization is the practice of giving a computer program a set of instructions for the
abstraction and perceptualizing of large amounts of inherently non-spatial, unstructured bodies of
complex data, with the goal of transforming raw information into visual form and actionable insights.
The main objective of this course is to enable students to present information in an understandable,
efficient, effective, and aesthetic manner. They will not only learn a basic understanding of
information visualization steps including data selection, presentation, representation, and interaction
but also the practical implementation of data visualization applications on different datasets.
Contents
1. Introduction & definition of information visualization
2. Functions and benefits, Methods & techniques, Critical visualization
3. Designing visualization, Application for designing visualization
4. Methods for designing visualization, Arranging tables & spatial data
5. Arranging networks and tress, Techniques & methods of big data
6. Effective ways of big data, Introduction to text and document visualization
7. Techniques & methods to text and document visualization
8. Narrative visualization, Small/large displays
9. Introduction to visualization software
10. Types of visualization software
11. Introduction to multidimensional data and graphical perception
12. Handling multidimensional data and graphical perception
13. Functions multidimensional data and graphical perception
Recommended Texts
1. Cairo, A. (2012). The functional art: An introduction to information graphics and visualization.
Berkeley: New Riders.
2. Few, S. (2009). Now you see it: Simple visualization techniques for quantitative analysis.
Oakland: Analytics Press.
Suggested Readings
1. Kerren, A., Stasko, J., Fekete, J. D., & North, C. (Eds.). (2008). Information visualization:
Human-centered issues and perspectives. New York: Springer.
2. Spence, R. (2001). Information visualization. New York: Addison-Wesley.
3. Tufte, E. R. (2001). The visual display of quantitative information. Cheshire, CT: Graphics.
Page | 44
INFM-6129 Informatics 3 (3-0)
Informatics is the study of the structure, behaviour, and interactions of natural and engineered
computational systems. Informatics studies the representation, processing, and communication of
information in natural and engineered systems. It has computational, cognitive, and social aspects.
This subject is aimed at enabling students of analysing and finding an alternative solution to
information behaviour and interaction related problems. It will also teach them identifying measuring
system performance. Additionally, it will develop in them the ability to combine the pieces of
information and to formulate general rules while keeping one step ahead with new trends in the field
Contents
1. The nature of information, from information to informatics
2. What is information?
3. What is technology and information technology
4. How information contours decisions and experiences?
5. How to design information technology to provide equitable access to information
6. Human computer interaction
7. Informatics application in other fields
8. Health informatics
9. Biological informatics
10. Environmental informatics
11. Social informatics
12. Community informatics
Recommended Texts
1. Yatsko, A., & Suslow, W. (2015). Insight into theoretical and applied informatics: Introduction
to information technologies and computer science. New York: Walter de Gruyter GmbH & Co
KG.
2. Cervone, H. F. (2016). Informatics and data science: an overview for the information
professional. Digital Library Perspectives, 32(1), 7-10.
Suggested Readings
1. Berleur, J., Nurminen, M. I., & Impagliazzo, J. (2006). Social informatics: an information society
for all. Remembrance of Rob Kling, 223, 4962.
2. Beynon-Davies, P. (2002). Information systems: an introduction to informatics in organisations.
Palgrave Macmillan.
3. Vijayakumaran, N. K. & Vinod Chandra S.S (2014). Informatics: PHI
4. Yatsko, V. A. (2018). Informatics, information science, and computer science. Scientific and
Technical Information Processing, 45(4), 235-240.
Page | 45
INFM-6130 Data Science 3 (3-0)
Data science is the study of data. It involves developing methods of recording, storing, and analysing
data to effectively extract useful information. The goal of data science is to gain insights and
knowledge from any type of data — both structured and unstructured. The main aim of this course is
to make the students understand the field of data science, including its basic principles and tools. This
course will make them familiar with the process of data science including different stages of the work.
It will also introduce to them some of the programming languages being used in the data science
process, data modeling, ethical issues related to the privacy and security of data science.
Contents
1. Introduction to data science
2. Process of data science
3. Covering the framing problem
4. Data wrangling
5. Exploratory analysis
6. Data Modelling
7. Communicating results
8. Operationalize results
9. Programing languages
10. Types of languages used
11. Data Science and ethical issues (privacy, security and ethics)
12. Data Science applications and job trends
Recommended Texts
1. Cady, F. (2017). The data science handbook. New Jersey: Wiley and Sons.
2. Saltz, J. S., & Stanton, J. M. (2017). An introduction to data science. London: Sage Publications
Suggested Readings
1. Janssens, Jeroen. (2015). Data science at the command line. Beijing: O’Really.
2. Jeffrey S. S., & Jeffrey, M. S. (2017). An introduction to data science. London: SAGE
Publications
3. Irizarry, R. A. (2019). Introduction to data science: data analysis and prediction algorithms.
London: CRC Press.
4. Schutt, R., & O'Neil, C. (2013). Doing data science: straight talk from the frontline. Beijing:
O'Reilly Media, Inc.
Page | 46
INFM-6131 Information Ethics and Policy 3 (3-0)
This course will enable students to understand the various philosophical theories, issues, and ideas
that we address and apply those theories, issues, and ideas to problems in information policy and
ethics. The course will develop among students the ability to examine and critique the arguments they
encounter, and to bring original and creative ideas to bear on those arguments. By learning the course,
they shall be able to apply key concepts concerning the relationship between power, knowledge, and
information as well as shall be able to evaluate and debate information policy and ethics applicable in
local, national, or global contexts. Moreover, they shall be able to apply core ethical principles to
professional practice.
Contents
1. Evolution and scope
2. Theories of Information society
3. Intellectual freedom and censorship
4. Intellectual property & Copyright
5. Ownership and licensing
6. Meaning and value of information privacy
7. Accountability, and Government Surveillance
8. Secrecy, Security, and Hacking
9. Cybersecurity and cybercrime
10. Issues of information access and control
11. Right to information
12. The role of information professionals in information policy development
13. Impact of such policies on libraries and other information-intensive workplaces
Recommended Texts
1. Jaeger, P. T., & Taylor, N. G. (2019). Foundations of information policy. Chicago: American
Library Association
2. Barbara Buckley Owen, Louise Cooke and Graham Matthews (2012). Information policymaking
in the United Kingdom: The role of the information professional, Journal of Information Policy,
2, 51-78.
3. Sarah Holsen and Martial Pasquier. (2012). Insight on oversight: The role of information
commissioners in the implementation of access to information policies. Journal of Information
Policy, 2, 214-241.
Suggested Readings
1. Browne, M. (1997). The field of information policy: Redefining the boundaries and
methodologies. Journal of Information Science, 23(5), 339-351.
2. Philip Ayoo and Japhet Otike, (2002). Factors hampering the formulation of National Information
Policy in Kenya. Library Review, 51(7), 350-357.
Page | 47
INFM-5160 Information Literacy 3 (3-0)
This course intends to prepare university students as information literate, self-regulated, confident and
lifelong learners. It will build students’ understanding of information literacy as at once conceptual
and process-oriented. It is an introductory course which prepares students for an ever-changing and
digital information landscape so that they may be able to define their information needs, to identify,
locate, access, evaluate, and use information effectively and efficiently in the digital era with ethical
and legal considerations through the identification of right sources and utilization of right resources of
information. The students will be allowed to have an interaction with different models and standards
of information literacy to support them independence in determining needs and locating relevant
information.
Contents
1. Fundamental concepts: Information literacy and other related literacies
2. Elements of information literacy
3. Need and importance; role in lifelong learning
4. Information literacy contexts: academia, workplace, and everyday life
5. IL Models: Big6TM, Seven Pillars, E8, Information Search Process
6. Nested Model of Information anxiety: Framework of information anxiety.
7. ACRL Standards and framework of information literacy
8. Introduction to different search engines, meta search engines, and OPACs
9. Scholarly search engines: Google Scholar, Scopus and Web of Science
10. Scholarly communication in different subjects
11. Information credibility issues, fake news, alternative facts
12. Online Searching techniques and evaluation criterion
13. Referencing and style manuals; Citation Management using a software (EndNote; Mendeley, etc.)
14. Academic integrity, avoiding plagiarism, academic and scholarly writing
15. Intellectual property rights and freedom
16. Information ethics and policy issues
17. Information privacy and security issues; Fair use and sharing of information
Recommended Texts
1. Alewine, M. C., & Canada, M. (2017). Introduction to information literacy for students.
Chichester: J. Wiley and Sons.
2. Badke, W. (2017). Research strategies (6th ed.). Bloomington: iUniverse.
Suggested readings
1. Burkhardt, J. M. (2016). Teaching information literacy reframed: 50- framework-based exercises
for creating information-literate learners. Chicago: Neal-Schuman.
2. Miller, M (2015). Computer basics absolute beginner's guide, windows 10 edition (includes
content update program) (8th ed.). Indianapolis: Que Publishing.
Page | 49
INFM-7101 Theoretical Foundations of Library Science 3 (3-0)
The discipline of library science is one of the renowned areas of study. The library has been part and
parcel of human society for recording, preserving and communication of human knowledge from
individuals to individuals, communities to communities and generations to generations. Initially, the
libraries were organized based on individuals’ expertise and techniques which were unique at
different places, which started traveling towards uniformity and common skill sets started being
developed with the contact bindings of different human societies. From here onward, the discipline of
library science started its journey as library economy as its starting point of nomenclature, then to be
librarianship and then becoming library science during the 19th and 20
th centuries. Hence, it has got its
sound theoretical foundations and the students of graduate-level need must be exposed to theoretical
foundations of the library science discipline and profession so that they understand the concepts, their
applications, and problems that relate to their discipline. With this objective in mind, this course has
been designed which will provide an opportunity for them to understand: 1) Philosophical and
theoretical foundations of librarianship; 2) Role of library science professionals in Society; 3) Nature
& development of librarianship as a profession, its education and ethics; 4) Theories, Models and
Laws of library science
Contents
1. Philosophical foundations of library science
2. Purpose and role of library in society
3. Library laws / principlrs
4. Technical processing
5. Acquisition of library resources/ Collection development policy and practice
6. Role of classification systems in organization of library resources
7. Role of cataloguing in organization and retrieval of library resources
8. Stacks management and in-house services
9. Information services portfolio
10. Library and society, Library education, Library and education
11. Librarianship as profession
12. Documentation, Digital library; Hybrid library; Virtual library
13. Marketing of LIS, Bibliometrics, Future trends.
Recommended Texts
1. Feather, J. & Sturges, P. (Eds.). (2013). International encyclopedia of information and library
science. (2nd
ed.). London: Routledge
2. Idrees, H. (ed.). (2019). Compiled readings on LS foundations. Sargodha: the author
[unpublished]
Suggested Readings
1. Rubin, R., Rubin, R. G., & Alire, C. A. (2020). Foundations of library and information science.
Chicago: ALA.
Page | 50
INFM-7102 Theoretical Foundations of Information Science 3 (3-0)
Advanced students need to be exposed to the theoretical foundations of the information science
discipline and profession so that they understand the concepts, their applications, and problems that
relate to their discipline. With this objective in mind, this course will be taught in such a way that by
the end of the course the students who meaningfully engage with course material, actively participate
in class discussions and complete their required course work should have a good understanding of the:
1) Philosophical and theoretical foundations of information professionals’ work; 2) Role of
information science in society; 3) Nature of information profession, its education and ethics; 4)
Theories, Models and Laws of information science
Contents
1. Philosophical foundations of IS (Philosophy, epistemology);
2. Purpose and role in society; Information society and Information sphere;
3. Information theory and Communication theory;
4. Information and knowledge management;
5. Information systems and services;
6. Information literacy and anxiety
7. Information ethics and policy;
8. Information governance; Informetric analysis and Informatics;
9. Economics of Information; Information sociology and Politology;
10. Information warfare; Future trends.
Recommended Texts
1. Feather, J. & Sturges, P. (Eds.). (2013). International encyclopedia of information and library
science. 2nd
ed. London: Routledge.
2. Feather, John (1994). The Information Society. London: Library Association Publishing, p.1-8.
3. Weber, Frank (2003). Information society. Encyclopedia of library and information science, 2nd
ed. Vol. 2, p. 1338-1356.
4. Rubin, Richard E. (2004). Foundations of library and information science. New York: Neal-
Schuman.
Suggested Readings
1. Baruchson-Arbib, Shifra & Bronstein, Jenny (2002). A view of the future of the Library and
Information Science profession: A Delphi study. Journal of the American Society for
Information and Technology, 53(5), 397-408.
2. Elizabeth Orna (2008). Information policies: Yesterday, today, tomorrow. Journal of Information
Science, 34(4), 547-565.
3. Majid, S. (2018). Information management. In Information education: Imperatives of the digital
environment. 246-276. Mauritius: Noor Publishing.
4. Anwar, M. A. (2016). To information management and beyond. Pakistan Journal of Information
Management & Libraries, 17, 30-38.
Page | 51
INFM-7103 Development of Library and Information Science in Pakistan 3 (3-0)
The objective of this course is to brief the students about the worldwide history of the library and
information science (LIS) education, professional growth and its development in Asia. It also
discusses the local issues and international trends in library and information science development
along with a brief discussion about the LIS education movement in Pakistan and the role of pioneers.
It helps the students understand about the role of library and information science associations in
professional development to make them able to recognize the journey towards research degrees like
M. Phil and PhD in the library and information science in the country, which has resulted into an
enormous enhancement in research contribution by Pakistani LIS professionals. It also aims to make
the students aware of the prevailing landscape of LIS in Pakistan, so that they are able to grasp the
intellectual gaps, which could guide them in identifying areas of research for the fulfillment of their
degree requirements.
Contents
1. Worldwide History of LIS Education and its Development in Asia
2. Issues Faced by Asian Countries in the Development of LIS Education
3. International Trends in LIS Education,
4. Library Education Movement in Pakistan
5. Existing Libraries before and After Independence in Pakistan
6. Role of LIS Pioneers in the Development of LIS Education
7. Library Legislation in Pakistan,
8. Library Associations
9. Development of National Library of Pakistan, National Archive of Pakistan
10. Role of PLA in the Development of Profession in Pakistan
11. Development Public Libraries and Challenges
12. Development of School Libraries and Challenges
13. Distance Education in LIS
14. Development of LIS Education in KPK
15. M. Phil & PhD Education in LIS in Pakistan: Role of Library Schools
16. Foreign PhD in LIS during Early Period
17. Challenges and Opportunities in LIS in Pakistan
Recommended Texts
1. Malik, A. & Ameen, K. (2017). Library/information education in Pakistan. A comparison with
IFLA guidelines. Library Review, 66(4/5), 297-309
2. Anwar, M.A. (1990). “Asa Don Dickinson: The founding father of modern librarianship in British
India”, in Dickinson, A.S. (Ed.) Punjab Library Primer. Lahore: Asia Book Center.
Suggested Readings
1. Anwar, M.A. (1990). “Towards the master’s degree over a cup of tea”, in Rehsman, S.(Ed.), A
treatise on library & Information Science in Pakistan, Lahore: PULSAA, [pp. 122-124].
2. Khurshid, A. (1992),“Library education in Pakistan: concerns, issues and practices”,in Rehman,
S. (Ed.), A treatise on library & information science in Pakistan. Lahore: PULSAA. [pp. 11-28].
Page | 52
INFM-7104 Quantitative Research Methods 3(3-0)
The main objective of this course is to cover the basic concepts related to the quantitative research
approach and methods. It will enable the students to understand how to identify relevant literature
sources, conduct a literature review, abstracting the detailed documents in precise statements, being
able to identify problems and write statements of the problem. It also aims on making students
understanding and developing objectives and research questions. Further, it will help them to
understand what sort of stats are required to be applied in data collection, coding and analyzing the
quantitative data. The students will also be guided about report writing of the analyzed data. Both
lecture and practical methods will be used. Students’ participation will be encouraged to make the
class interactive and conducive for learning.
Contents
1. Nature and purpose of research
2. Research problem
3. Review of literature
4. Survey research
5. Objectives and research questions
6. Hypothesis formulation
7. Sampling
8. Scale development
9. Experimental design
10. Content analysis
11. Descriptive statistics
12. Inferential statistics
13. Non-parametric statistics
14. Data analysis
15. Report writing
16. Ethical Issues in Research
Recommended Texts
1. Creswell, J. W. (2014). A concise introduction to mixed methods research. Los Angeles, CA:
Sage.
2. Gay, L. R., Mills, G. E. & Airasiam, P. (2012), Educational research: competencies for analysis
and applications. (10th ed.). Boston: Pearson.
Suggested Readings
1. Bryman, A. & Bell, E. (2011). Business research methods (3rd ed.). Oxford, UK: Oxford,
University Press.
2. Cohen, L ; Manion, L & Morrison, K (2000). Research methods in education (5th ed.). London,
RoutledgeFalmer.
Page | 53
INFM-7105 Qualitative Research Methods 3 (3-0)
LIS professionals need to research to add to the body of professional knowledge and to improve the
working of their organizations. This course is designed to develop a basic understanding of qualitative
research procedures relevant to a variety of situations. The course is designed to achieve the following
objectives: 1) To develop an understanding of basic qualitative research approach, procedures and
their application to the field of library and information sciences; 2) To make the students of M. Phil
capable to understand and determine the situations where qualitative research approach and methods
are more suitable than the quantitative research methods; 3) To develop in them the ability to collect,
analyze and evaluate qualitative data effectively; applying suitable tools; and 4) To enable students to
evaluate research done by others.
Contents
1. Introduction to qualitative research: Definitions, nature, and distinctive features
2. Differentiating qualitative research from quantitative research
3. Epistemological foundations;
4. Evaluation criterion for qualitative research
5. Nature of research design: Nonlinear and pyramid approaches
6. Qualitative research strategies: Phenomenology; Ethnography; Case study, Grounded theory
7. Sampling techniques in qualitative research
8. Interviewing and group discussion techniques: Interview, Focus group
9. Participant observation;
10. Field work and field notes: Laying the foundation and Beginning
11. Qualitative data analysis: Techniques and tools
12. Applied qualitative research;
13. Validity and reliability in qualitative research
14. Report writing
Recommended Texts
1. Gorman, G. E. & Clayton, P. (2005). Qualitative research for the information professionals: a
practical handbook. (2nd
ed.). London: Facet Publishing, 2005.
2. Creswell, J. W. & Creswell, J. D. (2017). Research design: qualitative, quantitative, and mixed
methods approaches. London: Sage publications.
3. Creswell, J. W. & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among
five approaches. London: Sage publications.
Suggested Readings
1. Maxwell, J. A. (2005). Qualitative research design: an interactive approach. (2nd
ed.). Thousand
Oaks, CA: sage Publications.
2. Busha, C. A. & Harter, S. P. (1980). Research methods in librarianship: techniques and
interpretation. San Diego: Academic Press.
3. Connaway, L. S. & Powell, R. R. (2010). Basic research methods for librarians. Santa
Barbara: Libraries Unlimited
Page | 54
INFM-7106 Seminar in Library & Information Science 3(3-0)
The main objective of this course is to prepare the students to understand, evaluate and write the
articles, thesis and research report. This course aims on covering major problems, trends and
developments in the field of library and information science; conducting a critical survey of current
and classic research findings. Students also aim to develop their plans for the thesis subject to
criticism by other students and faculty. Further, this course will develop the research skills of LIS
students so that they could contribute to the body of professional knowledge and improve the working
of their organizations. To achieve these objectives, a combination of instruction/lecture, class
participation, and discussions will be used to carry out the course. Students will be expected to read
extensively ahead of each class session and actively participate in discussions
Contents
1. Research – Introduction
2. Selection of Research Area / Topic
3. Identification/formulation of problems
4. Abstract: Content /types and Development of Abstract for research paper
5. Method of Technical Reading
6. Literature Review
7. Basic understanding of Research Methodologies / Design / Development of Appropriate tool.
8. Research objectives, limitation and delimitations
9. Drawing conclusion, citation and references
10. Report writing, formatting as per APA style,
11. Evaluation and publication: preparation of publication as per prescribed synopsis template
12. Instrument development
13. Validity and reliability of instrument
14. Research proposal for further research
15. Presentation and defense of proposal
Recommended Texts
1. Creswell, J. W. (2014). A concise introduction to mixed methods research. Los Angeles, CA:
Sage.
2. Connaway, L. S. & Powell, R. R. (2010). Basic research methods for librarians. Santa Barbara:
Libraries Unlimited
Suggested Readings
1. Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative
and qualitative research. Upper Saddle, NJ : Pearson Education International
2. Sproull, N. L. (2002). Handbook of research methods: A guide for practitioners and students in
the social sciences. Lanham, Md: Scarecrow Press.
3. American Psychological Association (2019). Publication Manual of the American Psychological
Association: (7th ed.). NYC: American Psychological Association.
Page | 55
INFM-7107 Computer Applications in Library and Information Science 3 (3-0)
The main aim of this course is the study is to make students aware of the utilization of computers and
information communication technologies in the field of library and information sciences. It also
covers the areas related to the use of computers in their data collection, analysis, and overall thesis
writing using computers. It also contains the guidelines related to the American Psychological
Associations manual of style for language and writing. The course makes students aware of main
online databases and digital libraries as well as with advanced searching techniques being used for
searching information in the databases.
Contents
1. Introduction to computer
2. Endnote reference management software
3. Statistical Package for Social Sciences
4. Microsoft Word
5. Generation of Table of Contents
6. Assigning 5 Levels of Heading
7. Database Searching
8. LISTAA
9. Scopus
10. ISI Web of Science
11. Emeraldinsight
12. ScienceDirect
13. Boolean Operators
14. Search Process
15. Literature Review Methods (descriptive and inferential)
16. Reference Styles (American Psychological Association’s Manual)
17. Cite while you write in Endnote Software
Recommended Texts
1. Suzanne S. B. (2015). Librarian’s guide to online searching cultivating database skills for
research and instruction. London: Libraries Unlimited
2. Bernstein, J. (2020). Computers made easy: from dummy to geek. NYC: The author.
3. Connolly, P. (2007). Quantitative data analysis in education: a critical introduction using SPSS.
London: Routledge.
Suggested Readings
1. Susan B. G. & Finn, K. V. (2005). Using SPSS for windows data analysis and graphics. New
York: Springer
2. Melart, S. (2015). Microsoft office 2016: the complete guide. NYC: CreateSpace Publishing
3. Agrawal, A. (2009). EndNote 1 - 2 - 3 easy: reference management for the professionals. New
York: Springer.
Page | 56
INFM-7108 Marketing of Library & Information Services 3 (3-0)
This course has been designed keeping in mind the application of marketing concepts to library and
information services, e.g., market analysis, use of surveys, market targeting, market positioning,
marketing audit, product life cycle & marketing research. This course aims to serve the objectives,
like, introducing students with basic concepts of marketing; to introduce library & information
products (goods and services) and product lines; to create awareness of marketing
philosophies/evolution, and to make the students able to prepare effective and comprehensive
marketing plans for information services. The course is also expected to develop an understanding of
concepts (like, not limited to) market targeting/segmentation; business portfolio analysis/market
positioning; environmental scanning (SWOT/PEST analyses), marketing mix; product-market
metrics; and conducting marketing research.
Contents
1. Marketing basics: marketing defined, need, want, demand, supply, product, transaction, cost
2. Marketing basics 2: price, customer cost, customer & consumer
3. Customer value, customer satisfaction & customer loyalty
4. Marketing process
5. Strategic planning, levels of management, company and marketing strategy
6. Designing the business portfolio
7. Planning marketing: partnering to build customer relationships
8. Customer-driven marketing strategy
9. Managing the marketing effort, five marketing concepts / theories
10. LIS marketing: third party theory
11. Marketing information and customer insights, marketing information system
12. Marketing research
13. Environmental scanning: consumer markets and buyer behavior
14. Business markets and buyer behavior
15. Library marketing plan framework, market targeting & positioning
16. Products, services, and brands, services marketing
17. Library product lines, new product development
18. Pricing, Promotion
Recommended Texts
1. Kotler, P., Armstrong, G. (2018). Principles of marketing. (17th ed.). Harlow, England: Pearson
2. Rowley, J. E. (2019). Information marketing. London: Routledge.
Suggested Readings
1. Andreasen, A. R. & Kotler, P. (2003). Strategic marketing for nonprofit organizations. Upper
Saddle River, NJ: Prentice Hall.
2. Idrees, H. & Rehman. A. (2009). Preparing a winning marketing plan for your library. Pakistan
library & Information Science Journal, 40 (2), 13-22.
Page | 57
INFM-7109 Indexing and Abstracting 3 (3-0)
One of core areas of information management is being identified in the form of this course, which is
expected to develop essential competencies for any level professional in the library and information
sciences. An emphasis has been placed on the applied aspect of library education. To create an
understanding among the students about information dynamics and its relativity with the body of
knowledge, this course has been designed. The objective of the course is to inculcate skills among
students for evaluation, interpretation and use of information and documents in various forms.
Another purpose of the course is to develop skills among students for the organization of information
sources and documents. Assignments/projects and practice sessions have been included in all the
courses where practical work is a requirement; the same is here with this course.
Contents
1. Index, Introduction, Meaning, concepts, and explanation
2. Nature of Information, Information age,
3. Natural Phenomenon,
4. Basic Resources
5. The organization of Information, Information Cycle and Information Retrieval Model,
6. Vocabulary Control
7. Types of Indexes, Alphabetical, Author, Book, Citation, Classified, Hypermedia, internet
8. Indexing Process, Aboutness and Steps in indexing
9. Abstract, Introduction, Definition, Concept and Explanation
10. Types of Abstracts, Indicative abstracts, Informative abstracts, and Structured abstracts.
11. The Abstracting Process
12. Coverage
13. Steps in Abstracting
14. Editing of abstract
15. The writing process abstract
16. Indexing and abstracting services
17. Indexing, abstracting and the internet
Recommended Texts
1. Cleveland, D. B. & Cleveland, A. D. (2013). Introduction to indexing and abstracting. Littleton,
Colo: Libraries Unlimited.
2. Lancaster, F. W. (2003). Indexing and abstracting in theory and practice. Champaign, Illinois:
University of Illinois.
Suggested Readings
1. Perlman, J. (2016). Indexing tactics and tidbits: an A to Z guide. Medford, NJ: Information
Today, INC.
2. Moens, M. F. (2000). Automatic indexing and abstracting of document texts. Boston: Kluwer
Academic Publishers
Page | 58
INFM-7110 Online Information Retrieval 3 (3-0)
The information superhighway has changed the landscape of our lives. Information is being produced
at such a volume since the inception of information technology (IT) that it has become too difficult to
give a count because it is changing every moment. Then merger of communication technologies with
information technology, known as information & communication technology (ICT) has accelerated
the communication of produced information millions of folds, transforming the whole globe into a
global village. In such circumstances, when, it is perceived that all information of the world should be
available online, it seems necessary to have skills of retrieving online information which could help us
retrieving the right information at right time, employing the right resources. This is why this course
has been designed. The objective of this course is to get students to know about the process of online
information retrieval. This subject will develop an understanding of various information retrieval
standards and models. It also discusses web information retrieval and semantic web technologies. The
students, after going through this course, are expected to be in a strong position to guide the
information users to get their required correct and accurate information efficiently and effectively
from the information sources that are available online.
Contents
1. Introduction to Online Information Retrieval System
2. Database Technology
3. Vocabulary Control
4. Online Searching & Retrieval
5. Information Retrieval Models
6. Users of Information Retrieval Systems
7. User’s Centered Models of Information Retrieval
8. User’s Interfaces
9. Cataloguing & Metadata
10. CD-ROM Retrieval
11. Dublin Core Elements
12. Web Information Retrieval
13. Web Search & Web Crawlers
14. Semantic Web Technologies
Recommended Texts
1. Cowdury, G.G. (2004). Introduction to modern information retrieval. London: Facet
Publication.
2. Rowley, J, & Farrow, J. (2006). Organizing knowledge. (3rd
ed.). London: Ashgate.
3. Forrester, W.H. & Rowlands, J. L. (2000). The online searcher’s companion. London: Library
Association Publishing.
4. Bajpai, S.K. (1999). Modern information retrieval. New Delhi, India: Ess Ess Publications.
Suggested Books
1. Khan, S.A. and Bhatti, R. (2018). Semantic Web and ontology-based applications for digital
libraries: An investigation from LIS professionals in Pakistan. The Electronic Library, 36 (5),
826-841. [ https://doi.org/10.1108/EL-08-2017-0168]
Page | 59
INFM-7111 Knowledge Management 3 (3-0)
Knowledge management (KM) is the field of managing human knowledge, mainly in the corporate
sector perspective addressing two major types of knowledge, i.e., Tacit and Explicit Knowledge. Tacit
knowledge is simply the knowledge that is embedded in persons and not accessible without sources
(generally, persons). Explicit knowledge is the type of knowledge that has been recorded in any form
and can be accessed without the original source (the creator) of knowledge. This course has been
designed for the graduate program of Library and Information Sciences to make the students aware
with major areas of KM so that they can serve the libraries, information resource centers and
corporate organizations as knowledge workers, knowledge officers and later knowledge managers.
These major areas include Introduction to knowledge management; Knowledge management cycle;
Knowledge management models; Knowledge capture and codification; Knowledge sharing and
communities of practice; Transfer of best practices. Role of organizational culture; Knowledge
management tools. KM strategy and metrics; KM team; and Future challenges for KM.
Contents
1. Knowledge defined; knowledge characteristics
2. Defining KM: business perspective; cognitive science; process/technology perspective
3. KM overview & objectives of KM; multidisciplinary nature of KM
4. Knowledge pyramid / hierarchy, Kinds of knowledge, Key attributes of KM; rationale for KM
5. History of knowledge management
6. Three major components of KM; common myths about KM
7. KM Process; KM system life cycle
8. Challenges in Building KM Systems
9. Knowledge team, Knowledge management models
10. Role of KM in library and information centers
11. KM System testing/deployment & KM system post implementation review
12. Knowledge transfer fundamentals & factors in knowledge transfer
13. Prerequisites for knowledge transfer
14. Organizational values and beliefs; employee job satisfaction and stability of workplace
15. Transfer methods; inhibitors of knowledge transfer; type of transferred knowledge
16. Knowledge transfer in E-World
Recommended Texts
1. Kirmiz, D. (2017).Knowledge management in theory and practice.(3rd
ed.). Boston :
Elsevier/Butterworth Heinemann.
2. Elias M. Awad. (2010). Knowledge management.(2nd
ed.). Upper Saddle River, N.J.: Prentice Hall
Suggested Readings
1. Desouza, K. C. & Paquette, S. (2011). Knowledge management : an introduction. NYC: Neal-
Schuman Publishers
2. Idrees, H. (ed.). (2019). Compiled readings on LS foundations. Sargodha: the author
[unpublished].
Page | 61
INFM-8101 Advance Research Methodology in LIS 3(3-0)
The main objective of this course is to cover the basic concepts related to quantitative, qualitative and
mixed methods research. It will enable the students to do ascertain an advanced level of knowledge on
all three major approaches of research, i.e. quantitative, qualitative and mixed methods. It is necessary
for the doctoral students to have a clear understanding with maximum possible details of the methods
that are adopted and applied while conducting research. What kind of method is suitable for what sort
of phenomenon and circumstance is the first step that should be conceptualized towards a right and
valuable research contribution that can potentially guide towards increment in the body of knowledge
and development in the field. This course has been designed to fulfill this purpose and make the
students conceptually strong enough to take the right decisions for their research
projects/dissertations. Both lecture/instruction and active individual and cumulative group
participation of the students is used to serve the aim. Student participation not only is encouraged but
made it necessary to make the class interactive and conducive for learning.
Contents
1. Nature and purpose of research
2. Research problem,
3. Review of literature
4. Survey research
5. Objectives and research questions
6. Hypothesis formulation
7. Sampling
8. Scale development, e.g., Interview, Observation, Content analysis
9. Experimental design
10. Grounded theory designs
11. Descriptive statistics & Inferential statistics
12. Non-parametric statistics
13. Quantitative data analysis (use of SPSS)
14. Qualitative approaches, application and data analysis using NVivo
15 Mixed method approaches and steps in conducting mixed method research
16. Report writing
Recommended Texts
1. Creswell, J. W. & Creswell, J. D. (2017). Research design: qualitative, quantitative, and mixed
methods approaches. London: Sage publications.
2. Gay, L. R., Mills, G. E. & Airasiam, P. (2012), Educational research: competencies for
analysis and applications (10th ed.). Boston: Pearson.
Suggested Readings
1. Creswell, J. W. & Creswell, J. D. (2017). Research design: qualitative, quantitative, and mixed
methods approaches. London: Sage publications.
2. Cronk, B. C. (2019). How to use SPSS®: A step-by-step guide to analysis and interpretation.
Routledge.
Page | 62
INFM-8102 Planning and Management of Library/Information Center 3(3-0)
This course aims on comparative analysis of managerial philosophies and practices with a special
reference to attitudes, motivation, problem-solving, decision making, organization theory, human
relations, etc. the course also covers the areas ranging planning methodology; organization structures;
the library system; management of the library; personnel management; human relations in
management, staffing, staff development, applications of systematic techniques to libraries and
information organizations; evaluation of library and information center procedures and services;
performance testing; cost-benefit analysis; financial management. The course overviews the outcome
in the form of: 1) initiating understanding of functions of management and their underlying theoretical
concepts; 2) to understand how these functions can be applied to efficiently manage information
centers and to provide effective library and information services.
Contents
1. Introduction to management, Classical to modern theories of management
2. History of management
3. Styles of management
4. Organizational design
5. Human resource development
6. Human resources management
7. Management of libraries and information centers
8. Planning in libraries and information centers
9. Team working and conflict handling
10. Financial management
11. Change and innovation management
12. Leadership
13. Managing collection development
14. Marketing and promotion of LIS
15. Types of Management
Recommended Texts
1. Griffin, R. W. (2013). Management . 20th ed. Boston, MA : Cengage Learning
2. Moniz, R. J. (2010). Practical and effective management of libraries: Integrating case studies,
general management theory and self-understanding. Oxford: Chandos
Suggested Readings
1. Stueart, R. D. & Moran, B. B. (2007). Library and information center management.(7th ed.).
London: Westspot.
2. Arendse, B. (2017). Human resource management in libraries. Valley Cottage, NYC: Scitus
Academics.
3. Popat, K. (2013). Themes of Management Theory. International Journal of Research in
Humanities and social sciences, 1(4), 53-55..
Page | 63
INFM-8103 Online Information Retrieval 3 (3-0)
The information superhighway has changed the landscape of our lives. Information is being produced
at such a volume since the inception of information technology (IT) that it has become too difficult to
give a count because it is changing every moment. Then merger of communication technologies with
information technology, known as information & communication technology (ICT) has accelerated
the communication of produced information millions of folds, transforming the whole globe into a
global village. In such circumstances, when, it is perceived that all information of the world should be
available online, it seems necessary to have skills of retrieving online information which could help us
retrieving right information at right time, employing the right resources. This is why this course has
been designed. The objective of this course is to get students to know about the process of online
information retrieval. This subject will develop an understanding of various information retrieval
standards and models. It also discusses web information retrieval and semantic web technologies. The
students, after going through this course, are expected to be in a strong position to guide the
information users to get their required correct and accurate information efficiently and effectively
from the information sources that are available online.
Contents
1. Introduction to Online Information Retrieval System
2. Database Technology
3. Vocabulary Control
4. Online Searching & Retrieval
5. Information Retrieval Models
6. Users of Information Retrieval Systems
7. User’s Centered Models of Information Retrieval
8. User’s Interfaces
9. Cataloguing & Metadata
10. CD-ROM Retrieval
11. Dublin Core Elements
12. Web Information Retrieval
13. Web Search & Web Crawlers
14. Semantic Web Technologies
Recommended Texts
1. Cowdury, G.G. (2004). Introduction to modern information retrieval. London: Facet
Publication.
2. Rowley, J. & Farrow, J. (2006). Organizing knowledge. (3rd
ed.). London: Ashgate.
3. Forrester, W.H. & Rowlands, J. L. (2000). The online searcher’s companion. London: Library
Association Publishing.
4. Bajpai, S.K. (1999). Modern information retrieval. New Delhi, India: Ess Ess Publications.
Suggested Books
1. Khan, S.A. and Bhatti, R. (2018). Semantic Web and ontology-based applications for digital
libraries: An investigation from LIS professionals in Pakistan. The Electronic Library, 36 (5),
826-841. [ https://doi.org/10.1108/EL-08-2017-0168]
Page | 64
INFM-8104 Digital Libraries 3 (3-0)
The main aim of this course is to clarify the concepts of Digital, virtual, electronic, automated and
hybrid libraries. It also explains the scope of the digital library by introducing the advantages and
disadvantages of the digital library. This course will train the students in writing an effective proposal
for digital library development and will develop an understanding of intellectual property rights,
metadata standards & Dublin Core with other metadata standards. Further, it will introduce with
digitization process and related technologies by providing practice-based training in using digital
library software. This subject will also develop digital skills among students for developing &
managing digital libraries
Contents
1. Basic Concepts: Digital, Virtual, Electronic, Automated, Hybrid Libraries
2. Scope of Digital Library
3. Advantages & Disadvantages of Digital Libraries
4. Effective Proposal Writing for Digital Library Development
5. Intellectual Property Rights
6. Metadata & Standards
7. Dublin Core
8. Digitization Procedure
9. Introduction to Digital Library Software
10. Practice Based Training: Digital Library Software
11. Access to Digital Library
12. Future of Digital Libraries & Digital Library Services
13. Issues Related to Digital Library Development
14. Digital Competencies for Developing & Managing Digital Libraries
15. Barriers in Developing Digital Skills
16. Practical Solutions to Overcome the Barriers
Recommended Texts
1. Xie, I, & Matusiak, K. K. (2016). Discover digital libraries: theory and practices. Amsterdam:
Elsevier.
2. Calhoun, K. (2014). Exploring digital libraries: Foundations, practice, prospects. London: Facet.
Suggested Readings
1. Rafiq, M. and Ameen, K. (2012). “Digitization in university libraries of Pakistan”, OCLC Systems
& Services: International Digital Library Perspectives, 29(1), 37-46.
2. Khan, S.A. Bhatti, R. (2017). Digital competencies for developing and managing digital libraries:
an investigation from university librarians in Pakistan. The Electronic Library, 35(3), 573-597.
Page | 65
INFM-8106 Human Resource Management in Libraries and Information Centres 3 (3-0)
Information administrators operate in a world of constant change. The ability to manage that change
requires learning about key organizational competencies and about working with and for others. This
course focuses on key management concepts, processes, and aspects. It also includes human resource
management role of information professionals in libraries and information centers regarding planning,
staffing, motivating, and communicating in the context of not-for-profit organizations (libraries).
Contents
1. Need for HRM
2. Theoretical approaches to HRM, trends, and developments
3. Human resources management-roles and responsibilities
4. HRM challenges in the twenty-first century
5. Legal issues in HRM
6. Human resources planning
7. Job description, design, and analysis
8. Recruitment and selection
9. Employee orientation and socialization
10. Training and development
11. Performance management
12. HR's role in setting a climate for people development
13. Performance appraisal: Benefits and challenges
14. Appraisal methods, Designing and administering benefits
15. Types of benefits, Managing compensation
16. Types of compensation, Rewarding performance
17. Pay for performance, Creating a safe work environment
18. Establishing a positive work environment
19. Managing employee relations
Recommended Texts
1. Boxall, P. F., Purcell, J. & Wright, P. M (Eds). (2008). The Oxford handbook of human resource
management. Oxford: Oxford University Press.
2. Dessler, G. (2017). Human resource management (15th ed.). Edinburgh Gate, England: Pearson.
3. Dessler, G., Chhinzer, N. & Gannon, G. (2019). Management of human resources: the essentials
(5th ed.). Toronto, Canada: Pearson Education Limited.
4. Mathis, R. L., Jackson, J. H., Valentine, S. R. & Meglich, P. (2016). Human resource
management (14th ed.). Boston: Cengage Learning.
Suggested Readings
1. Paauwe, J. (2004). HRM and performance: Achieving long term viability. Oxford: Oxford
University Press.
2. Schuler, R. S. & Jackson, S. E. (2012). Strategic human resource management (2nd
ed.). New
Delhi: Wiley Blackwell.
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INFM-8107 Information Seeking Behavior 3 (3-0)
Information professionals need to understand and study the information behavior of their clients to
develop information resources and provide needed services. This course is designed to achieve the
following goals: 1) To develop an understanding of the nature data, information and knowledge; 2) To
develop an understanding of the concept of information behavior; 3) To study selected models and
theories of information behavior; 4) To review the methodologies used by information behavior
researchers; and 5) To understand the role of emotion, cognition and learning theory in information
seeking.
Contents
1 Nature of data, information, knowledge and behavior;
2 Fundamental Concepts
3 Varied perspective of information behavior: Affective, social, etc.
4 Types and characteristics of information use and users;
5 Models of information behaviors
6 Theories of information behavior;
7 Collaborative information behavior
8 Methodologies used in studying information behavior;
9 Role of emotion, cognition and learning theory in information behavior
10 New dimensions of information behavior research
11 Information behavior research in Pakistan
Recommended Texts
1. Ford, N. (2015). Introduction to information behaviour. London: Facet Publishing.
2. Case, D. O. (2002). Looking for information: a survey of research on information seeking, needs,
and behavior. Amsterdam: Academic Press.
Suggested Readings
1. Chelton, M. K. & Cool, C. (2006).Youth information-seeking behavior: theories, models, and
issues. Lanham, MD: Scarecrow Press.
2. Rubin, R. E. (2005) Foundations of library and information science. New York, NY: Neal-
Schuman. (p. 40-42).
3. Naveed, M. A., Anwar, M. A., & Bano, S. (2012). Information seeking by Pakistani farmers: A
review of published research. Pakistan Journal of Information Management and Libraries, 13(1)..
4. Wilson, T. D. (1999). Models in information behaviour research. Journal of documentation,
55(3), 249-270.
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INFM-8108 Information literacy Instructions 3 (3-0)
This course is intended for students’ understandings for information literacy instructions as at once
conceptual and process-oriented. Students will explore the instructional roles of librarians and library
services; the concept of user education (information literacy), its evolution within libraries, and its
relevance to librarianship; varying instructional approaches to information literacy; and instructional
design principles and learning theories that can inform effective library instructional services.
Participants will also apply their growing knowledge to developing their teaching practices. After
completing this course, students should gain: 1) Familiarity with varying IL conceptions, models,
standards, and frameworks; 2) Recognition various instructional roles librarians play in varying
information environments and contexts; 3) Development of a general understanding of instructional
design principles (e.g. backward design, outcomes, instructional scaffolding, and learning assessment)
5) Development of working knowledge of teaching methods and learning theories which can inform
your instruction of information literacy and 5) Reflection on an emerging or current teaching style and
philosophy and its influence on IL instructions.
Contents
1. Defining information literacy; Various conceptions; IL and Other related literacies; IL Elements;
2. Need and importance; Role in life-long learning;
3. Information literacy contexts: academia, workplace, and everyday life;
4. Theorems of information literacy;
5. Models of information literacy: Big6TM, ISP, Seven Pillars, and Empowering 8;
6. IL competency standards and framework for higher education;
7. Development of information literacy program: Guidelines, Action plan, and Best practices;
8. IL instruction management; Learning theories & styles;
9. Learning assessment; Information anxiety: Concept and implications for information literacy;
10. IL at the crossroads of educational and information policies: policy perspective;
11. Survey of IL Research Methods;
12. IL development in Pakistan; Challenges and opportunities for IL instruction in Pakistan.
Recommended Texts
1. Inskip, Charles. (2019). Theories and practices in information literacy. London: Facet
Publishing.
2. Lloyd, Annemaree. (2019). Information literacy research: core approaches and methods.
London: Facet Publishing.
3. Forster. M. (Ed.). (2017). Information literacy in the workplace. London: Facet Publishing.
Suggested Readings
1. Jesús Lau (2006). Guidelines on information literacy for lifelong learning. Mexico: IL section,
IFLA.
2. Naveed, M. A., & Anwar, M. A. (2019). Development of information literacy in Pakistan:
Background and research. Pakistan Library and Information Science Journal, 50(2).
Page | 68
INFM-8109 Leadership in Theory and Practice 3(3-0)
This course has been designed to develop a clear understanding of following broad areas: Leadership
theory, principles and practices; Communication and diversity in organizations and concept of a
global society; Recurring professional and leadership issues within the local, national, and
international structure of the library and information profession; Relationship and differences between
leadership and management. The course covers the following renowned leadership theories: 1)
Participative theory; 2) Trait theory; 3) Great man theory; 4) Relational/Leader-Member Exchange
(LMX) leadership theory; 5) Contingency theory; 6) Situational theory; and 7) Behavioral theory. The
course also concludes the qualities of an ideal leader and their application in the field of LIS. This
course serves to provide outcomes in the form of: 1) introducing the concepts and practice of
leadership; 2) developing an understanding of different leadership theories; 3) developing a
comprehensive understanding of leadership theories, their comparison, implications &
implementation with special reference and implications to LIS; and 4) understanding of relationship
and differences between leadership and management.
Contents
1. Leadership theory, principles and practices
2. Communication and diversity in organizations and concept of a global society
3. Recurring professional and leadership issues
4. Relationship and differences between leadership and management
5. Leadership Theories:
6. Participative theory
a. Trait theory
b. Great man theory
c. Relational/Leader-Member Exchange (LMX) leadership theory
d. Contingency theory
e. Situational theory
f. Behavioral theory
7. The qualities of an ideal leader and their application in the field of LIS
Recommended Texts
1. McLaughlin, C. P., & Kunk-Czaplicki, J. A. (2020). Leadership: Theory and Practice by Peter G.
Northouse. Journal of College Student Development, 61(2), 260-261.
2. Northouse, P. G. (2019). Leadership: theory and practice. Los Angeles: Sage.
3. Stueart, R. D. and Moran, B. B. (2007). Library and information center management. (7th ed).
Westport, Conn. : Libraries Unlimited.
Suggested Readings
1. Winston, M. (2013). Leadership in the library and information science professions: theory and
practice. London: Routledge.
2. Arendse, B. (2017). Human resource management in libraries. Valley Cottage, NYC: Scitus
Academics.
Page | 69
INFM-8111 Computer Applications in Research 3 (3-0)
This course is aimed at enabling students to learn the use of computers in conducting and writing their
researches. It makes students aware of the utilization of computers and information communication
technologies in the field of library and information sciences. It also covers the areas related to the use
of computers in their data collection, analysis, data representation (graphs, tables, and tables of
contents generation) and overall thesis writing using computers. It also contains the guidelines related
to the American Psychological Associations manual of style for language and writing. The APA
manual of style is followed for writing thesis and research papers. Teaching reference management
and cite while you write software are also included in the course. Moreover, the course makes
students capable of doing advanced searching in online databases and digital libraries.
Contents
1. Introduction to research and computer
2. Use of computer in research
3. Endnote reference management software
4. Statistical Package for Social Sciences software
5. Microsoft Word
6. Microsoft Excel
7. VosViewer visualization software
8. Generation of Table of Contents
9. Assigning 5 Levels of Heading
10. Database Searching
11. LISTAA
12. Scopus
13. ISI Web of Science
14. Emeraldinsight, ScienceDirect, Mosby, HEC digital library
15. Boolean Operators
16. Search Process
17. Doing a Literature Review (systematic and descriptive)
18. Reference Styles
19. Cite while you write in Endnote Software
Recommended Texts
1. Suzanne S. B. (2015). Librarian’s guide to online searching cultivating database skills for
research and instruction. London: Libraries Unlimited
2. Bernstein, J. (2020). Computers made easy: From dummy to geek. Washington: The author.
3. Agrawal, A. (2009). EndNote 1 - 2 - 3 Easy: Reference Management for the Professionals. New
York: Springer.
Suggested Readings
1. Susan B. G. & Finn, K. V. (2005). Using SPSS for Windows Data Analysis and Graphics. New
York: Springer
Page | 70
INFM-8112 Organization of Information 3(3-0)
The main objective of this course is to understand the principles, roles, approaches and technical
standards in the organization of information developed over the last several decades. This course
aims to cover the concepts of the organization of information; cognitive organization of information;
abstracting and indexing services; natural language vs. controlled vocabulary; classification systems;
subject headings & thesauri; organizing digital collections; cataloging (description & access points);
machine-readable catalog (MARC) formats; authority control; online cataloging (OCLC perspective).
Both lecture and practical methods are used. Students are participation encouraged and motivated to
make the class interactive and conducive for learning, through discussions, assignments and
presentations.
Contents
1. Overview of the organization of information
2. Cognitive organization of information
3. Indexing
4. Abstracting
5. Natural language
6. Controlled vocabulary
7. Classification systems
8. Subject headings & thesauri
9. Organizing digital collections
10. Cataloging (Description & access points)
11. MARC formats
12. Dublin core
13. RDA
14. Authority control
15. Online cataloging (OCLC)
16. Bibliographies.
Recommended Texts
1. Joudrey, D. N., Taylor, A. G. & Wisser, K. M. (2017). The organization of information. (4th ed.).
Santa Barbara, California: Libraries Unlimited.
2. Chan, L. M. & Salaba, A. (2015). Cataloguing and classification: an introduction. (4th ed.).
Lanham: Rowman & Littlie field Publishers.
Suggested Readings
1. Joudrey, D. N., Taylor, A. G., & Miller, D. P. (2015). Introduction to cataloging and
classification (11th ed.). Santa Barbara, California: Libraries Unlimited.
2. Chowdhury, G. G., & Chowdhary, S. (2007). Organizing information: from the shelf to the web.
London: Facet Publishers.
3. Rowley, J. E., & Farrow, J. (2008). Organizing knowledge: an introduction to managing access to
information (4th ed.). Aldershot: Ashgate Publishing Limited.
Page | 71
INFM-8113 Seminar in Advance Research in Library and Information Science 3 (3-0)
The main objective of this course is to prepare the students how to understand, evaluate and write the
articles, thesis and research report. This course will cover major problems, trends and developments in
library and information science. A critical survey of current and classic research findings. Students
will develop their plans for the thesis subject to criticism by other students and faculty. Further, this
course will develop the research skills of LIS professionals so that they could contribute to the body
of professional knowledge and improve the working of their organizations. To achieve this objective,
a combination of lecture, class participation, and discussions will be used to conduct the course.
Students will be expected to read extensively ahead of each class session and actively participate in
discussions
Contents
1. Research – Introduction
2. Selection of Research Area / Topic
3. Identification/formulation of problems
4. Abstract: Content /types and Development of Abstract for research paper
5. Method of Technical Reading
6. Literature Review
7. Basic understanding of Research Methodologies / Design / Development of Data tool.
8. Research objectives, limitation and delimitations
9. Drawing conclusion, citation and references
10. Report writing, formatting as per APA style,
11. Evaluation and publication, preparation of research publication
12. Instrument development
13. Research proposal for further research
Recommended Texts
1. Creswell, J. W. (2014). A concise introduction to mixed methods research. Los Angeles, CA:
Sage.
2. Connaway, L. S., & Powell, R. R. (2010). Basic research methods for librarians. Santa Barbara:
Libraries Unlimited
Suggested Readings
1. Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative
and qualitative research. Upper Saddle, NJ : Pearson Education International
2. Sproull, N. L. (2002). Handbook of research methods: A guide for practitioners and students in
the social sciences. Lanham, Md: Scarecrow Press.
3. American Psychological Association (2019). Publication Manual of the American Psychological
Association: 7th Edition. USA: American Psychological Association.
Page | 72
INFM-8114 Information Policy 3 (3-0)
Information professionals need to be familiar with information policy concepts and issues including
the processes through which information policy and legislation are created in Pakistan, individual
policies that influence information creation, access and use and the role of information professionals
in information policy development. This course is designed as a policy primer to develop a basic
understanding of information policy-related concepts, issues and procedures relevant to a variety of
situations. After completing this course, students who meaningfully engage with course material,
actively participate and complete their required course work should be able to: 1) Evince an
awareness of the government policies that shape the information lifecycle; 2) Discuss the role of
national information policy and its relationship to international as well as organizational information
policies; 3) Evaluate individual policies in Pakistan which influence information creation, access and
use; 4) Explain the role of information professionals in information policy development at the
national, international and organizational levels.
Contents
1. Introduction to information policy: Nature, scope, and historical background
2. International, national, and organizational information policies
3. Theories of the information society; Trends and issues in information policy;
4. Telecommunications policy; Information governance
5. Cybersecurity and cybercrime;
6. Intellectual freedom and censorship (free expression vs blasphemy and hate speech),
7. Information Privacy (social media, comparison of US vs European and Asian practices);
8. Information Security and secrecy (government spying and surveillance
9. Freedom of information, denial of service attacks, acceptable use policies);
10. e-government (e-commerce and regulations, citizen access to services through the Internet);
11. Intellectual property (copyright, ownership and licensing);
12. Right and access to information;
13. Public records and open government; Open government and open data;
14. Role of information professionals in information policy development
15. Factors hampering the formulation of National Information Policy
Recommended Texts
1. Jaeger, P. T. & Taylor, N. G. (2019). Foundations of information policy. Chicago: American
Library Association.
2. Cornelius, I. (2010). Information policies and strategies. London: Facet Publishing.
Suggested Readings
1. Sandra Braman (2011). Defining information policy. Journal of Information Policy, 1, 1-5.
2. Braman, S. (2006). An introduction to information policy. In Change of state: Information,
policy, and power, pp. 1-8. Cambridge, MA: MIT Press.
3. Elizabeth Orna (2008). Information policies: Yesterday, today, tomorrow, Journal of Information
Science, 34(4), 547-565.